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MINNESOTA. 




I Lb 


ST. PAUL, MINN. : 

D. D. MERRILL, PUBLISHER. 

1885 . 


ft jr- 

looD 


%(? 



TO THE TEACHER 


When we ask ourselves what we retain of all that we committed 
to memory in our stud} of geography, we can not fail to be convinced 
that it is only the leading physical characteristics of countries; the 
strongly marked differences between races and peoples; the strange 
and grand in nature and in art; and the great facts of industrial and 
commercial life. 

Keeping this in mind, the author has aimed to present only what 
it is reasonable to expect pupils to remember. He has endeavored 
to use such methods, to give such hints as will make the book most 
interesting and helpful to learners and to teachers. 

The work consists, primarily, of reading lessons; pupils travel 
over the world with the author, observing and learning as they go. 

Those who study this book should be as far advanced as the 
“Third Reader Grade.” 

The effort of the pupil should call for something more than the 
mere exercise of memory. Judgment, and the power to frame his 
ideas in words, should be relied upon in a greater degree than the 
power to reproduce the words of the book. It is not enough to know 
that the pupil can repeat, word for word, some brief summary that 
he has said over many times. The best way to determine whether 
he has gained any ideas from the reading lessou. is to require him to 
tell in Us own way— crude way though it be at first— what he knows 
of it. 

These thoughts have been kept prominent ; at first, the child is to 
fill blanks in sentences with appropriate words; later, he is to write 
or talk about certain “points” which are presented in the book; 
later still, while the author urges that this language work should be 
continued, the selection of appropriate points is left to the child 
himself. The teacher will sometimes find it necessary to assist in 
this, but the pupil should be thrown upon his own resources as far 
as is possible. 

Local work is provided for in connection with all the earlier 
lessons. The author urges that the work suggested be earnestly and 
faithfully done. Nothing is more important. It should not be 
crowded into a few minutes at the close of the time devoted to 
the reading lesson, but the reading lesson and the local work con- 
nected with it should, if necessary, come on alternate days. 

The map studies are designed to awaken thought and stimulate 
judgment. In them the pupil is made to compare and contrast. In 
them, too, he is called upon to decide many questions whose answers 
depend on directions of slopes, positions in zones, etc. These ques- 


tions will be found quite different from those usually given; it is 
hoped and believed that they will prove more useful. 

Map drawing, by cardboard forms at first, is made prominent. But 
little memory work is required. If a child copies the map represen- 
tation of that of which he learns, the memory of relative sizes and 
positions, with their bearing on climate, productions, etc., will abide- 
with him. 

Reviews, both by topics and by lists of questions, are given. 
Their character calls for actual knowledge on the part of the pupil. 
The teacher is urged to extend them when possible. 

A number of picture lessons are given. All side3 of the growing 
mind of the child are to be developed and strengthened. Several of 
the best pictures for this purpose are unaccompanied by lessons. It 
is hoped that teachers will themselves base suitable instruction upon 
them. 

\ 

Minnesota.— In revising “Minnesota; its Geography, History 
and Resources,” by Eugenia A. Wheeler, the author has thought best 
to follow the plan pursued in the general portion of the work. He 
has, therefore, taken journeys over the state, noting what is most 
necessary for pupils to know and remember. 

The chief cities of the state have been mentioned, but among its 
hundred towns, there are many of local importance which could not 
be “written up” without making a very large volume. The map 
work and the local lessons required will give all such a place in the 
minds of pupils. 

To save repetition, special lessons have been given on the schools 
and railroads of the state. 

The author can not close without acknowledging the valuable- 
assistance he has received from the able reports of Professor N. H. 
Winchell, State Geologist. The several volumes of these reports 
have been very frequently consulted, and many of the facts presented 
in these pages could have been obtained from no other source. 

He has also had occasion to make frequent reference to the “ His- 
tory of Minnesota,” by Rev. E. D. Neill. 

The artistic typographical dress -which has been given the book 
needs no commendation in this place ; it, and the illustrations, 
speak for themselves. 

The author submits this work to his fellow-teachers and to pupils, 
trusting that it may be found a pleasant companion and a safe guide- 


CONTENTS. 


PAGE 

Introductory Lessons, - - - - - 3-23 

North America, 24 

South America, ------- 32 

Europe,' - • 38 

Asia, - - 48 


PAGE 

Africa, - - 55 

Oceania, 61 

The Sea, * - . - 64 

The United States, ------ 68 

Minnesota, && 




Entered, according to Act of Congress, in the Year 1885, by D. D. MERRILL, in the Office of the 

Librarian of Congress, at Washington, D. C. 


ELEMENTARY 


G E O G R A P H Y. 



WsmallV 

& co. x 


READING LESSON I. 

PLEASANT JOURNEYS. 

M Y YOUNG READERS : You already know 
much about the country near your happy 
homes. You have seen its hills, its valleys, its prai- 
ries and pleasant woodlands. You have gathered 
sweet wild flowers on the banks of its streams, 
and have watched the fish in the clear pools. 

You can tell your teacher what animals are j 
found on the farms; and what fruits, grains and' 
vegetables grow there. You can give the names 
of some of the birds that build their nests in the 
groves, and whose sweet songs you have heard. 
You can also tell her of the people who live in 
your neighborhood; of the houses, shops, churches, 
schools, and many other things. How much you 
have learned about that small part of the world 
where you live ! 

Would you not like to visit other parts of our 
own state, and other states and countries ? This 
would be very pleasant. The writer of this little 


book will go with you. We must make good use 
of our eyes, our ears, and all our senses. 

In some parts of our own great country we shall 
see hills, or mountains, whose tops are higher than 
the clouds. There are roaring waterfalls, spout- 
ing springs, deep caves, and many other strange 
things. 

In many states there are great orchards covered 
with fragrant blossoms in the spring, and loaded 
with choice apples, peaches and pears in the au- 
tumn. In others, we shall find groves of oranges, 
vineyards with their rich clusters, and white cot- 
ton fields with their dark-handed pickers. 

We will go among men who work where the 
great hammers beat, where the furnaces roar, the 
spindles whirl, and the shuttles fly back and forth 
through the web. 

We will take a “flying trip” to lands where it 
is summer all the year. There the elephant, the 
monkey and the parrot will be found at home. 
There, too, we may pluck the milky cocoa-nut 
from its tall stem, and taste the banana and deli- 
cious pine-apple where they grow. 


( 3 ) 


4 


DIRECTION. 




READING LESSON II. 


DIRECTION. 


TROPICAL FRUITS. 

Crossing the wide sea in a ship, we will learn 
something of the whale, the shark, the codfish, and 


W HEN w T e wish to go to a strange place, we 
must first find out which way , or direction , 
it is. The stranger who called at the door this 
morning, asked us to direct him to the village. 
Our homes are in different directions. Would you 
like to know the names of the directions ? 

When we stand with our faces to the sun, at 
noon, we are looking toward the south, and our 
shadows fall to the north. When we watch the 
beautiful clouds at sunset, we are looking toward 
the west. When we take an early morning walk, 
we see the sun in the east. North , South , East , 
and T Vest, are the chief directions. 

If a place is half-way between north and east, 


ORAL EXERCISE. — What is it to make good use of our 
senses? Would you like to climb a hill whose top is higher than 
the clouds? Have you seen an orchard loaded with fruit? Why 
are those who pick cotton called dark-handed ? What is done where 
the hammers beat? Furnaces roar? Shuttles fly? Have you seen 
animals from the summer lands? Fruits? Would you like to visit 
a land of ice? What is meant by creatures of the deep ? Why must 
we travel in these ways ? 

Look at the picture at the head of this lesson. How many things 
can you see? How many things can be seen in the second picture ? 

Note. — The reading lessons should not be committed to memory. 
It is recommended that they be read aloud by pupils in class. The 
oral exercises are not to follow the reading, but to accompany it. 
The questions are not exhaustive. They will lead pupils to observe 
and think. Additional questions may be used at the discretion of 
teachers. Every picture should be made instructive. Pupils should 
be led to see all that the artist had in his mind. Require them to 
tell what they have learned. 

Have them write a summary of what they have learned in each 
lesson. The summary may be prepared after the children have read, 
and received oral instruction. It will then show whether they have 
been profited. Many teachers pursue this plan with great success. 
Several blank summaries are given in the following pages. They 
may prove helpful to young beginners who have taken no lessons in 
language. 


of other creatures of the deep. On the other side, 
we will visit the countries where many of our 
people were born, and more distant lands, where 
dwell strange tribes of men. 

We will travel by rail, by steamer, on foot, on 
horseback, mounted on the patient camel, or the 
huge elephant. We will learn about the land, the 
water, the plants, the animals, the countries and 
people of the earth. This will be studying geog- 
raphy. What a pleasant study it will be ! 


BEE HIVE GEYSER— - YELLOWSTONE FARK. 


We will put on our warmest furs, and seek a 
land of ice, where no tree or green thing is seen, 
and the sun is out of sight for months. 



DISTANCE. 


5 


it is northeast. If it is half-way between north 
and west, it is northwest. If it is half-way be- 
tween south and east, it is southeast. If it is 
half-way between south and west, the direction is 
called southwest. 

The sun aids us in telling directions. We may 
also tell by the stars. When you take an evening 
walk with your teacher, ask her to show you the 
North Star and the “pointers” of the “Great 
Dipper,” so that you may tell directions at night. 

When the writer was a boy, he saw six black men who had been 
slaves in the South, and were fleeing to the North for their freedom. 
They did not dare to travel in the day-time, for fear of being caught 
by their masters. These poor men had walked many nights to get to 
a country where they could be free. All this time they were guided 
by the North Star, whose direction they had found out. 

We here see the pict- 
ure of a curious little 
instrument called a com- 
pass. It contains a nee- 
dle that turns on a pivot. 

No matter how the com- 
pass is moved, one end 
of the needle turns 
quickly to the north, 
and remains pointing in 
that direction. The 
compass is of great use. 
and sea better than anything else. In night or 
in day, in cloud or in sunshine, the sailor knows 
which way to steer his ship over the pathless waves. 


ORAL. EXERCISE.- Give a thorough drill on directions, and 
repeat the drill daily, until every pupil can point, without hesitation, 
to any required direction. If possible, show the pupils a compass. 
Talk about the southward flight of birds late in autumn, and their 
northward flight in the spring. Ask your pupils to write sentences 
like the following: The church and the shop are north of the school- 
house. Mr. Brown, Mrs. Smith and Mr. Post live east of the school. 


READING LESSON III. 

DISTANCE. 

I F we wish to visit a friend, we must know 
whether his home is far or near , or the dis- 
tance we shall have to travel before reaching it. 
Distance is found by measuring. The carpenter 
measures with a rule. The tailor uses a yard- 
stick. The surveyor measures with a long chain. 
The teacher will show you a rule which is one 


foot long. It is divided into twelve equal parts, 
and each part is called an inch. There are, then, 
twelve inches in a foot. Three feet make a yard. 
Five and one-half yards make a rod. An inch, a 
foot, a yard, and a rod, are measures which may be 
used for short distances. 

We must have a measure for long distances. 
We may say that John lives three hundred and 
twenty rods, or one mile, from the school-room. 
A mile is the measure we need. We shall use it 
very often. Can you name two places that are 
one mile apart ? How long does it take us to 
walk a mile ? The boys may count the steps they 
take in walking a mile. Have you seen the farmer 
measure distances by pacing ? 

In old times, men had ways of measuring that 
seem strange to us. What we call an inch was 
once measured with three grains of barley, placed 
end-to-end. Long before that time, the foot of a 
large man was used as a measure. What a queer 
rule that would be for a carpenter ! 

Men once went to the low banks of streams to 
cut reeds or rods with which to measure their land, 
and so the word rod, or pole, came to be used. 
People called Romans sometimes measured dis- 
tances by pacing. It took one thousand steps to 
make a mile, and their word mille , meaning a 
thousand, is our word mile. 

We hear men say that a horse is so many 
“ hands ” high. This takes us back to a time 
when the width of a man’s hand was first taken as 
a measure. As the horseback rider always carried 
the hand with him, he was never at a loss for a 
rule with which to tell the height of his beast. 
This old way of measuring is still in use. 

ORAE EXERCISE. — Ask pupils to measure the length, 
breadth and height of objects in the school-room. Have them 
measure the house, grounds, distances to trees, dwellings, and 
other objects. Determine the distances to their homes. Have 
pupils judge by the eye, and then verify by the rule, or rod measure. 


Note.— A foot and a mile should have a definite meaning to the 
pupil. They are the measures we carry with us. With the foot, \ve 
find the height of mountains, of waterfalls, and the depth of the 
ocean. With the mile, we find the size of the township, of the state, 
of all countries, and of the earth itself. 

Set a stake one hundred feet from the school-house, and another 
just a thousand feet. Fix upon some object one mile away. Then, 
as pupils read of heights, lengths, widths, use these measures. Help 
the children in this way, and they will not think of mountains as 
mole-hills, or of oceans as way-side pools. Provide a foot-rule, a 
yardstick, and a cord 1634 feet, long, for the use of pupils. 



mariner’s compass. 


It tells direction on land 


6 


OUR NEIGHBORHOOD 


MAP OF NEIGHBORHOOD. 


READING LESSON IV. 

OUR NEIGHBORHOOD. 

O UR school-house is near the center of the 
neighborhood. What a pleasant country lies 
all about us ! To the northeast we see the glassy 
lake with its pretty island, around which we have 
sailed in our tiny boat. On the shores of the lake 
are many bright-colored pebbles and shells. The 
bass, the pickerel and the sunfish swim in its 
clear waters, and hundreds of geese and ducks are 
seen here in the spring and fall. 

To the northwest is the hill. 

What fine times we have had on 
its slopes in winter ! We may 
follow the ridge for a mile or 
more. On its northern side are 
the woods where grow the pop- 
lar, the oak, and other trees, 
and plants with beautiful flow- 
ers. Here are pheasants, rabbits 
and squirrels. 

South of the hill is the valley. 

At its head is a cool spring, 
where the traveler waters his 
thirsty horse. From the spring 
runs a tiny brook, which grows 
larger as other brooks flow into 
it, on its way down the valle}^. 

Away to the south is the prairie, 
with proves here and there. 

But these are not all the 
things which we may see from 
our school-house. Alono* the 
roads are the farm-houses where 
we live. One is a mile to the 
north, another a mile to the 
south. A mile to the east is 
the mill 'where the wheat and 
corn are ground, and the pond where we glide 
over the ice when winter is here. A little less 
than a mile to the southwest is a pasture where 
horses are feeding and colts are playing. How 
happy we should be amid scenes like these ! 


The teacher should not fail to converse with the class about their 
own neighborhood. Give the place, the direction, and, so far as pos- 
sible, the distance of hills, valleys, lakes, groves, etc. Take a few 
farms, or the entire district, according to the age and understanding 
of pupils. 


READING LESSON V. 

MAP OF NEIGHBORHOOD. 

W E have been talking about our neighbor- 
hood. Would you like to see a map of 
the neighborhood ? Here it is. Let us look at it 
very carefully. 

1ST O RTH. 



Scale, 2 Inches to a Mile. 


MAP OF NEIGHBORHOOD. 


Note.— Before attempting to draw a map of the neighborhood, 
pupils should have a lesson on the place, direction and distance of 
objects to be represented. These three points are kept in view in 
the lesson given above. 


The top of the map is north. Which side of 
the map is east ? West ? Which part of the map 
is south ? Place your finger on the center of the 
map. On the northeast corner. Northwest. South- 
west. Southeast. Move your finger over the map 
from east to west. From west to east. 

In which part of the neighborhood is the school- 
house ? The lake ? The hill ? The prairie ? 


FORM OF THE EARTH. 


The pasture ? * On what part of the map is the 
school-house ? Lake ? Hill ? Prairie ? Pasture ? 

Now we see that the school-house, which stands 
at the center of the neighborhood, has a place at 
the center of the map ; and that those things 
which are in the eastern, western, northern or 
southern part of the neighborhood, have their place 
on the same part of the map. Then we may say 
that the map shows where things are. 

Looking at the map, we find that things have 

the same direction from one another that thev have 

€/ 

in the neighborhood. The map shows direction. 

The map is a great deal smaller than the neigh- 
borhood, but all the parts are made smaller alike. 
Place a rule on the map. It is two inches from 
the school to Mr. Hance’s line, on the north, and 
tieo inches to Mr. Hogan’s. We have learned that 
it is one mile to Mr. Hance’s and one mile to Mr. 
Hogan’s. Then we may say that two inches on 
this map stand for one mile. The map is drawn 
on a scale of tieo inches to a mile. 

The map of the village, seen on this page, is 
drawn on a scale of one inch to a mile. 

To find the distance from one place to another, 
we use the scale of the map as a measure. How 
many lengths of the scale from the bridge to the 
mill ? How far is it ? How many lengths from 
the north part of the marsh to Mr. Breen’s? What 
is the distance ? From this we see that the map 
shows how far things are apart. 

We have now learned that a map tells where 
things are, in what direction they are from one 
another, and how far apart they are. 

We have maps of townships, of counties, of 
states, of countries, and of the whole earth. They 
are always drawn on some scale, and the top of 
every map we use is north. Besides the three 
things we have learned, maps show the shape, or 
form, of states and countries, and what surrounds 
or bounds them. 


Note. — Have pupils draw maps of their own neighborhood. Let 
them sit facing the north. Help them to determine the scale on 
which their maps shall be drawn. Lead them to think of the place 
an object has in the neighborhood before giving it a place on the 
map. It may be best to locate the school-house as soon as the 
boundaries are drawn. Each child may then think of himself as 
.standing on his little map, and he will not be so apt to make mis- 
takes. Where the distance is known, the place on the map should 

* Refer to Lesson IV. 


T 


be determined by using the scale. In some cases it will be best to 
draw a road leading past the school-house, and then outline farms 
and locate houses by actual measurements. 

Pupils now know what a map is. It will be well for the teacher 
to show them a map of the township, county and state, and help 
them to find the scale on which each map is drawn. 

Show them how hills, lakes, streams, cities, railroads, etc., are 
represented. Teach the meaning of the term boundaries by calling 
attention to what surrounds the farms, township and county. 



We present a map of a village and surrounding country. Such a 
map should be drawn by pupils in a village school. It may, some- 
times, be best to limit the map to a few squares near the school 
building. In cities teachers may easily procure maps already drawn. 
The preparatory lesson on the place, direction and distance of well- 
known objects, should not be forgotten. 

Ask pupils to cut slips of paper as long as the scale, and use 
them to find how far apart places are. Give them a drill on the 
direction places are from one another. Such exercises are profitable. 


READING. LESSON VI. 

FORM OF THE EARTH. 

P EOPLE once thought that the Earth, or world 
on which we live, was flat. It seems flat to 
us, just as it did to those who lived a long time 
ago. I am sure we could never guess its real 
shape. It is round, like a ball. If we could see 
it from a great distance it would look somewhat 
like the moon. How did men find out that it is 
not flat ? Let us see if we can understand this. 
Suppose the earth were flat, like a floor, and a 


8 


SURFACE OF THE EARTH. 


man were to travel in the same direction, day after 
day, would he not get farther and farther from the 
place where he started ? We see that he would. 
If he traveled long enough he would come to the 
edge, or to the “ end of the earth.” But this does 
not happen. Men have often set out from home 
and traveled in one direction until they reached 
home again. They have gone round the earth. 
So we know that it can not be flat. 

In the picture, three 
ships are seen sailing 
away from the tower. 
One is- wholly in sight 
of the man on the tower ; 
the next is partly out of 
sight; but the most dis- 
tant ship can no longer 
be seen. Why is the ship 


hidden from the man on 
the tower ? Is it not be- 
cause the surface, or outside, of the ball is curved, 
or bent ? 

Now, when we stand on the sea-shore, or near 
any large body of water, and ships sail away from 
us, they go out of sight just as things do on a ball. 
This shows that the earth has the shape, or form, 
of a ball. 

Size of the Earth . — If we w T ere to go twenty 
miles a day, it would take us 1,250 days to travel 
round the earth. Three winters and four sum- 
mers would pass before we should reach home. 
What a long journey ! The distance round the 
earth is 25,000 miles. This distance is called the 
circumference of the earth. The distance through 
the earth, or its diameter , is nearly 8,000 miles. 



PICTURE SHOWING FORM OF 
THE EARTH. 


Written Exercise. — Men once thought that the earth 

was . We know it is flat because men have 

round it. In the picture, ships are away from a man 

on the . They go out of his , because the of 

the ball is . Ships on the go out of sight in the 

way. This shows that the is , like a ball. 

The circumference of the is miles. The diam- 
eter of the is miles. 


Note.— A written exercise is given above. Pupils should supply 
the words which are omitted, and submit their work to the teacher. 
A few of these skeleton summaries are introduced to aid beginners. 
Every pupil should be encouraged to give an oral, or, better still, a 
written, abstract or summary of each lesson. Such summary will 


show whether the pupil comprehends what he has read, and what the 
instructor has added by way of illustration. 

The writing will impress the facts on the mind, and will prove a 
valuable exercise in teaching language, spelling, punctuation, and 
penmanship. Do not expect too much at first. The pupil who gives 
a little to-day will do better to-morrow. 


GLOBE WORK.— A globe should be used to illustrate Lesson 
VI. Move the hand over the surface of a table in one direction. The 
pupils will see that it will not come back to the point of starting so 
long as it continues to move in the same direction. Move the finger 
round the globe in the direction taken at first, and they will see that 
it will always reach the starting point. Now, men have reached their 
homes after journeying in one direction. What does this show?" 
Move a small object over the globe, so that the children may see how 
it goes out of sight. Make an application of the fact. Speak of cir- 
cumference and of diameter. 


READING LESSON VII. 

SURFACE OF THE EARTH. 

A S we look about us, we see land and water. 

We can not go anywhere on the outside,, 
or surface, of the earth, where we shall not find 
one or the other. Each of the pictures shows one- 
half of the surface of the earth. The dark parts 
represent land, and the lighter parts represent 
water. Which is larger, the land or the water ? 
Is the land in one half the same shape that it is 
in the other ? Point to the part that has the most 
land. 



EASTERN hemisphere. 


The large bodies of land are called continents / 
the smaller bodies are called islands. The pict- 
ures of the continents are very small, but the 
continents themselves are hundreds and hundreds 
of miles across. On them are great countries,* 


A PICTURE LESSON. 


9 


with cities, and millions of people. Our own 
country is but a part of a continent. Ask your 
teacher to point to the continent where we live. 



WESTERN HEMISPHERE. 


The great body of water which surrounds the 
continents, and forms three-fourths of the surface 
of the earth, is called the sea . How large it 

must be ! We may sail upon it for weeks with- 
out seeing land. The sea is divided into parts 
called oceans. These, also, are very large. 

Anything which is round like a ball is called a 
globe, or a sphere. The word “ hemi ” means half. 
Hemi-sphere means half a sphere. Now, as each 
picture represents one-half of the earth, which is 
called a globe or sphere, we say it is the picture 
of a hemisphere. One is the Eastern, the other 
the Western, Hemisphere. 


Written Exercise. — The of the earth is made 

up of . There is much more than . The 

large of are called . The smaller are 

called . The great of is called the . 

The is divided into parts called . Anything 

which is is called a or . The word 

means half a . 

GLOBE WORK.— Show pupils how land and water are rep- 
resented on the globe. Point out the continents, islands, seas and 
oceans. Have pupils judge of the comparative size of land and 
water. Does the water surround the land ? Are the oceans con- 
nected ? 


Note. — The teacher should make an earnest effort to procure a 
globe, and should prepare for the intelligent use of it when pro- 
vided. Globes are now so cheap that there is little excuse for try- 
ing to get along without them. 


READING LESSON VIII. 

A PICTURE LESSON. 

W E have learned about the large bodies of 
land called continents, and about the sea, 
and oceans. There are parts, or divisions, of the 
land, and of the water. The picture will help us 
to learn about these, and about some things man 
has made. Look the picture all over, and then 
write the names of the divisions of land in one 
column, of water in another, and of things man 
has made in still another column. When you 
have done this, you may read the questions below, 
and try to find out the answers by looking at the 
picture . (See page 10.) 

Questions on the Picture. — Wliat is the difference 
between an island and a peninsula ? An island and a 
lake ? Wliat part of your body is an isthmus most like ? 
Wliat does an isthmus do ? What part of the water is 
most like an isthmus ? Why ? What is the difference 
between a hill and a mountain ? Between a volcano and 
another mountain ? What is the difference between a 
hill and a valley ? Between a mountain and a mountain 
range ? Count the islands in the lower right-hand corner 
of the picture. Tell the difference between an island and 
an archipelago. The difference between an inlet, or bay, 
and a cape, or promontory. Is a coast land or water ? 
Were these divisions made by nature or by man ? If 
made by God, or nature, what may we call them ? What 
is the source of a river? The delta of a river? What 
is the difference between a waterfall and rapids? Do 
you think that large boats sail on the river seen in the 
picture? Why do you think so? 

What is the difference between a city and a village ? 
A capital and any other city ? A railroad and a canal ? 
Why do the railroad and canal end at the harbor ? What 
is a fort ? Why is it built by the harbor ? What is the 
lighthouse for ? Why does the telegraph end at the 
beach ? How many kinds of vessels do you see on the 
water ? How many kinds of buildings can be seen in the 
picture? Is there anything to show what the people of 
the cities and villages do for a living? Do you think they 
have much trade with people who live far away? ' Why 
do you think so? Do you think there is much trade 
on the land? Why do you think so? How is the trade 
on the land carried on? 


Note. — Such lessons will lead the pupil to observe very closely. 
They will awaken thought. The child should look at the pictures of 
objects to be compared, and state what the points of difference or 
resemblance are. He is asked the difference between a lake and an 
island. He sees that one is water surrounded by land, the other, 
land surrounded by water, and gives an answer. Do not make haste 
to answer for the pupil. 


10 


MORE ABOUT THE LAND 



DIVISIONS OF LAND AND WATER. 


READING LESSON IX. 

MORE ABOUT THE LAND. 

W E will now talk about some of the divisions 
of land. Every child knows that some parts 
of the land rise higher than the country around 
them, and that such parts are called hills. Hills 
are often so low and free from stones that farmers 
can plow upon their sides and tops. In some 
places they are high, and steep, and rocky. 

A very high hill is called a mountain. Some 
mountains are so high and steep that the strong- 
est men have not been able to climb to their tops. 
Far up their sides it is so cold that nothing can 
grow, and the snow lies there when it is hot sum- 
mer weather below. 


Mountains generally stand in long ridges, with 
high points, or peaks, here and there, connected 
somewhat like the links of a chain. Such ridges 

O 

form a mountain chain, or range. 

Sometimes a mountain peak has a large hole in 
the top, called a crater, from which rises smoke 
and flame which can be seen far away. Melted 
stones and red-hot cinders are thrown high above 
the crater, and streams of melted matter, called 
lava, run down the sides of the mountain. Houses, 
villages and whole cities have been buried by the 
lava. 

We know that the land between hills or moun- 
tains is called a valley. Here fine farms are often 
found, with cool springs gushing from the hill- 
sides, and brooks winding through the meadows. 
Some valleys are very narrow, and others are 




STILL MORE ABOUT THE LAND AND WATER. 


11 


wide. We shall learn of those that are hundreds 
of miles across, and contain thousands of farms, 
and many, many people. 

Written Exercise. — Hills are of the that 

higher than the country around. A is a very 

high . Some mountains are so and that 

men to their . A mountain that has a in 

its , from which rises - — is called a . Cities 

are sometimes by from a . A valley is 

between . Some valleys are , and contain . 

LOCAL. WORK.— Talk with pupils about natural features of 
the township where the school is taught. Give meaning of summit, 
slope, base ; of source, mouth, tributary, right bank and left bank. 
Have pupils draw map ol' township, locating such physical features, 
roads, villages, school-houses, etc., as you deem best. Speak of 
boundaries. Ask pupils to find pictures of mountains, volcanoes, etc. 


READING LESSON X. 

STILL MORE ABOUT THE LAND. 

S OME of the children who read these lines live 
on the prairie, where the land is level or roll- 
ing, and no groves are seen for miles around their 
homes. In the summer the wild grass and flowers 
grow everywhere on the unbroken land. In the 
autumn, prairie fires burn the dead grass, and they 
sometimes consume stacks of hay and grain, or 
the dwellings of the poor settlers. 

In the older portions of the country, the prai- 
ries are dotted with farm-houses, school-houses, 
churches and villages. Groves have been planted 
or have sprung up in all directions. 

In some parts of the world, prairies are called 
pampas ; in others, they are known as steppes. A 
level tract of land, either with or without trees, is 
often spoken of as a plain. A high or elevated 
plain is called table-land, or a plateau. 

In some lands there are places where we can go 
for long distances without seeing a tree, a bush, a 
blade of grass, or any green thing. For days 
and days the traveler finds nothin o- but sand and 
rocks. The hot sun beats down upon him. The 
dry winds drift the sand, and his eyes are blinded 
by its glare. There is no water to quench his 
thirst. There is neither rain nor dew. What a 
dreary region this is ! It is called a desert. 

How glad the traveler must be when he comes, 


at last, to a fertile spot in the desert, where there 
are water and shade. Such a spot is called an 
oasis. The patient camel is called the “ Ship of 
the Desert.” He carries his burden across the 
desert as the ship bears its freight, or load, over 
the sea. 

In some stream or *ake, if not in the great sea, 
you have seen land surrounded by water, and you 
know very well what an island is. There are so 
many islands that they never have been counted. 
Some of them are small, and others are large. 
Some are mere banks of sand, or ledges of rock 
without trees or small plants, and others are very 
fertile. 

Written Exercise. — Some children on the 

prairie where no are seen around their . In 

summer, the grow . In autumn, burn . 

In the older portions the are dotted with . 

A level tract of is called a . A plain is 

called . A large tract of where nothing is 

called a . The camel the ship of . An 

island is . There are islands that they . 

Some islands are mere sand, and others . 

LOCAL WORK.— Talk about leading physical features of 
your county, mentioning objects of special interest, such as water- 
falls, beautiful lakes, etc. Have pupils draw a map of the county, 
sketching important features only. Loeate cities and villages. Use 
a wall map of the county. Give pupils practice in rapid sketching 
on the board, and on slates or paper. Require them to sketch a 
river, a lake, a range of hills, or a township. 


READING LESSON XI. 

MORE ABOUT THE WATER. 

W E will now talk about the divisions of water. 

At the foot of the hill, the water flows from 
the earth and forms a small stream, called a rivulet, 
or rill. Here and there the rill unites with other 
streams, and it soon grows so large that it is called 
a creek, or brook. Brook after brook flows into 
it, as it moves on its way, and the stream becomes 
so broad and deep that people call it‘a river. If 
we follow this river, we may find that it runs into 
another river, into a lake, or into the sea. 

Sometimes a river plunges over a ledge of 
rocks, or rushes down a steep place in its bed. 
Here we often find mills and factories. The water 
is made to turn wheels of iron or wood. We say 


12 


DAY AND NIGHT. 


they are driven by the water, or by water-power, 
and they move all kinds of machinery. 

Where there are mills or factories, there must 
be hands to work in them, and they must have 
houses to live in, clothes to wear, food to eat, and 
many other things. So, carpenters and masons go 
there to build houses; tailors and dressmakers, to 
make clothes; shoemakers, to make shoes; butch- 
ers, to sell meat ; merchants, to furnish goods ; and 
teachers, to look after the little boys and girls. 
Now we see why it is that villages and cities grow 
up where there are falls or rapids to furnish water- 
power. 

We have learned what a lake is. Some lakes 
are very large and deep. Hundreds of ships sail 
upon them, and great cities are built on their 
shores. Salt lakes are sometimes called seas. 

There is one division of water which has differ- 
ent names. In our own country, %vhere a body of 
water is partly shut in by the land, it is called a 
gulf or bay. In some countries it is called a sea. 
Ask your teacher to point out a gulf or bay, and 
a sea, on the map. 

Written Exercise. — When the stream starts on its 

journey it is often very , and is called a . It is 

joined by other , and soon grows larger. We then 

call it a . Brook after brook into it until it be- 
comes so and that people call it a . Some- 
times a river over a ledge, or down a . Mills 

and factories are often at such , because the falls 

or rapids furnish . 

LOCAL, WORK.- Speak of natural advantages of cities or 
villages in the county. Show why they are built where they are. 
Call attention to map of the state. Speak of its great rivers, lakes, 
etc. Show that the state is made up of - counties. Locate the capital 
and a few other cities. Give boundaries. 


Note.— L ead pupils to see what is meant by the source, mouth 
and channel of a river; the inlet, outlet and shore of a lake; the 
coast and beach of the ocean. Have pupils find natural divisions of 
land and water on the maps and in pictures. With streams and 
lakes near by, the teacher need have no difficulty in developing ideas 
of things beyond the child’s horizon. 


READING LESSON XII. 

DAY AND NIGHT. 

T HE sun gives us light. We have day when 
the sun shines upon us, and night when it 
sets. Ever since we can remember, we have had 


day and night. The sun never forgets to rise and 
set. Why is it not day all the time ? Why is it 
not night all the time ? Let us see if we can find 
out. 

The boy in 
the picture has 
thrust a rod 
through his 
ball. Heholds 
it before the 
lamp. We see 
that the light 
does not shine 
all over the 
ball. One-half 
of it is in the 
light,andone- 
half is in the 
dark. Now, can we think of ants or other tiny 
creatures living all over the boy’s ball ? Then 
those ants on the side of the ball where the lamp 
shines have day, and those ants on the dark side 
of the ball have night. 

If the boy turn the ball half-way round, so as 
to bring the dark side into the light, and the light 
side into the dark, then the ants that are now in 
the dark will be turned into the light, and have 
day ; and those now in the light will go into the 
dark, and have night. What will make a change 
from night to day ? From day to night? Turn- 
ing the ball. 

Now, we have learned that the earth is a ball. 
The sun shines on one-half of it all the time, just 
as the lamp slimes on the boy’s ball. The people 
who live on the side of the earth now toward the 
sun, have day ; and those who live on the side 
away from the sun, have night. 

It would be day all the time to those now on the 
light side, and night all the time to those now on 
the dark side, if the earth stood still. But it does 
not. It keeps turning all the while, bringing one 
side and then the other into the light or dark. We 
have day and night because the earth turns, or 
rotates. 

When the earth turns so that the people who 
are in the dark begin to see the sun, it is sunrise 
to them. When it turns so that the sun is almost 



N 


THE SEASONS. 


13 


overhead, it is their noon. When it has turned so 
far that the sun is going out of sight, the sun is 
setting. 

The boy’s ball turns on a rod, which we call its 
axis. The earth has no rod of iron or wood thrust 
through it, but it turns as if it had, and we say 
that it turns on its axis. It takes the earth 
twenty-four hours to turn once round, and so our 
day and night taken together make twenty-four 
hours. 

We have the bright light of the sun when the 
people on the other side of the earth see the moon 
and stars. The little Chinese boys and girls are 
rubbing their eyes to wake up, when the children 
here are getting so sleepy that they can hardly 
keep awake, and are thinking that they will be 
sent to bed. 


Written Exercise. — The gives us . We 

have when the shines , and when it 

. The people who live on the side of the to- 
ward the have day; and those who live on the 

away from the have . It would be all the 

to those on the light , and all the time to 

those on the , if the earth . Bat it does . 

It keeps and bringing and then the into the 

and , giving us . The earth turns on 

once in ; so our day and night are hours 


GLOBE WORK.— Use a globe or ball to make every point 
-clear. Give the pupils a place on the globe, and mark it plainly. 
Use a lamp for the sun. Ask pupils to watch the globe as you cause 
it to rotate, and tell when it is day and when it is night; when sun- 
rise, noon, sunset, and midnight. Speak of the axis and poles, and 
■of rotation. 


READING LESSON XIII. 

THE SEASONS. 

W HAT a strange old earth this is ! We 
have just learned that it turns on its axis, 
and we are now to learn that it moves in a great 
ring round the sun once every year. 

A boy can walk round a lamp so that its light 
shall shine on a ball that he holds in his hand, 
as the sun shines on the earth. He will soon get 
tired and stop. But the earth needs no rest. 
Faster than any bullet flies, on and on it goes. 
It never stops on its long journey round the 


flaming sun, nor has it been tardy a moment for 
thousands of years ! 

The sun gives us light and heat, but we get 
more of them at one time than we do at another. 
In the morning, and late in the afternoon when 
the sun is low, it is not so warm as it is at noon 
when it is hiodi and shines almost straight down 
on our heads, and on the earth. So we see that 
we get more heat when the sun is high than we 
do when it is low. 

As the earth moves in its great ring, or orbit, 
round the sun, it goes in such a way that the sun 
is almost over our heads, at noon, during a part of 
the year. Then we have summer. Toward the 
latter part of summer, we see that the sun is 
getting lower and lower, and that the weather is 
growing cooler and cooler. Fall, or autumn, is 
here. 

At last, the sun is very low. It is no ’onger 
over head at noon, but far to the south. It is win- 
ter. By and by, the sun seems to climb higher 
and higher, the weather grows warmer, and we 
have spring. Winter, Spring, Summer, and Au- 
tumn, are the four seasons of the year. 

Winter brings snow and ice. We have fine 
sleigh-rides behind the jingling bells. Our hand- 
sleds are brought out, and we glide down the hill- 
sides. We move swiftly over the glassy lake. On 
warm days, the boys make snow men, and snow 
forts, and the white balls fill the air. 

Spring comes, and the snow is soon gone. The 
grass comes up, and the flowers fill the air with 
fragrance. Birds build their nests in the bushes 
and trees, and in many curious places. Young 
lambs, and pigs, and calves, and colts, have their 
plays. 

Summer is here, and the days are long and 
warm. How the corn grows ! The hay is made 
and drawn in great loads to the stack or barn. 
The wheat, and oats, and barley, are now cut, and 
stacks are seen on every farm. 

Autumn is now with us, and frosts appear. The 
yellow corn is husked, and stored in the crib. Po- 
tatoes and garden vegetables are brought to the 
cellar. The turkeys grow fat. Thanksgiving is 
here, and all are happy ! 

In some countries there are but two seasons, 
called the icet and the dry. In others the sum- 


n 


C L I M A T E AN I) ZONES. 


mers are very short, and the winters are very long 
and cold. 


Written Exercise. — Tell your teacher what you can 
about the journey of the earth, the sun in summer, and 
in winter, and about the four seasons. It will be well 
to write on the slate, at first, and then copy into a book. 
Keep all that you write. 


Note.— Do not undertake a full explanation of this subject at 
this stage of the pupil’s progress. The “low sun” of December and 
the “high sun” of June may be explained by a skillful use of the 
globe. To call attention to a fact which the pupils have observed, is 
all the author has thought best to attempt. 

The skeleton summaries will now be dropped. For a time, the 
chief points of the reading lessons will be given to aid pupils in the 
preparation of their work. The abstract of the lesson for one day 
may be read on the next. It will furnish a kind of review. 


READING LESSON XIV. 

CLIMATE AND ZONES. 

1 

W E hear a great deal of talk about the 
weather. Sometimes it is very warm ; at 
other times it is very cold. When it is neither 
very 7 warm nor very cold, we call it mild, or mod- 
erate. We have long spells of rainy weather, and 
the air is then damp, or moist. When there is no 
rain for a long time, we say the weather is dry. 


some are always very cold ; others have about as 
much heat as cold. In some parts, it rains a great 
deal ; in others, rain hardly ever falls ; there are 
parts, also, where it rains just about enough. 


Instead of using the word weather , when we 
speak of the heat or cold, the moisture or dryness 
of a country, we generally use the word climate , 
Those countries which have very much more hot 
than cold weather, are said to have a hot climate. 
A country which has cold weather most of the 
y r ear, has a cold climate ; and a country where the 
cold weather and the hot weather for the year are 
nearly equal, has a temperate climate. Some 
countries have a moist, and others a dry, climate. 

Zones . — We have had a picture of the hemi- 
spheres, and here we see a map of them. That 
part of the earth which receives the most heat, 
and also the most rain, is called the Torrid Zone. 
This zone lies between the tropic of Cancer and 
the tropic of Capricorn. It extends clear round 
the earth. The line called the equator divides it 
into halves. 

Those parts of the earth where the heat and 
cold are nearly equal, and where there is rain 
enough to produce good crops of grain and grass, 
are called the temperate zones. The North Tem- 
perate Zone lies between the tropic of Cancer 
and the arctic circle. This is the zone in which we 
live. The South Temperate Zone lies between 
the tropic of Capricorn and the antartic circle. 
Those portions of the earth that are very cold are 

called the frigid 
zones. The North 
Frigid Zone lies 
north of the arctic 
circle and extends 
to what is called 
the north pole. 
The South Frigid 
Zone lies south of 

the antarctic circle 
and extends to the 
south pole. 

We see that 
there are five 
zones, each ex- 
tending entirely 
round the earth, like a belt or girdle about a man. 
The word zone means belt or girdle. 

There is no winter in the torrid zone, except in 
hiodi mountain regions. In that zone the children 
never need hand-sleds, furs nor mittens. The hot 



Some parts of the earth are always very hot ; 


PLANTS — ANIMALS. 


15 


sun is overhead every day, and they have hard 
work to keep cool. Santa Claus has to carry his 
great loads of toys on wheels. His beard is never 
filled with frost. 

In the frigid zones there are great hills of ,ice 
and snow. The sun is never seen overhead. It 
is always very low. At the poles, the sun is out 
of sight for six months every year. .Some people 
manage to liye in the warmest part of the north 
frigid zone. The children get no fruit, nor pota- 
toes, nor bread. Their mothers feed them on 
blubber, and give them oil to drink. 


Written Exercise. — Write about the weather, or cli- 
mate, and each of the zones or belts of the earth. 


GLOBE WORK.— Point out the equator, the tropics and polar 
circles on the globe and map. Have pupils cut strips of colored 
paper of the right width to cover the torrid and frigid zones, and lay 
them on the map, or extend about the globe. This will help to fix 
the place and extent of each zone in the mind. Use a ball, if no globe 
is at hand. Talk about the climate of our own state. 


READING LESSON XV. 

PLANTS. 

P LANTS are things which grow from the 
ground. They must have heat to keep them 
warm, light to give them color, and water to drink. 
Some need a great deal of heat, and others grow 
best where it is cool. Some thrive where it is dry, 
and others where it is wet. Each zone has plants 
of its own. 

In the north temperate zone there are oak, 
maple, elm, poplar, ash, cottonwood, pine, wal- 
nut, and many other trees, which are used for fuel 
or lumber. Here are apple, pear, peach and plum 
trees in the orchards. Wheat, corn, oats, barley 
and rye grow in the fields, and potatoes, beets and 
other vegetables in the gardens. Roses and vio- 
lets are found everywhere. In the warmer parts, 
the rice-plant, tea-plant, cotton, sugar-cane, the 
orange, and the lemon tree, are found. 

In the torrid zone there are more plants than 
anywhere else. The trees and climbing vines are 
sometimes so thick, and so woven together, that 
men can not pass through the forests without cut- 
ting their way with axes. Here are groves of 


palm, india-rubber trees, and thickets of bamboo. 
Nutmegs, cinnamon, cloves, and pepper, are found. 
Pine-apples and bananas are among the delicious 
fruits. 

If we go to the frigid zone we shall see no trees 
nor pretty flowers. Mosses are almost the only 
plants. What a dreary region this is ! 

Written Exercise. — Tell your teacher what plants 
are, and what they must have. Name some of the plants 
found in each zone. 

LOCAL WORK.— Converse with pupils about the plants they 
have seen. Have them bring lists of plants which are used for food, 
clothing, fuel, building, machinery, oil, coloring, or mediciDe. See 
that the work is neatly done. Ask what woods are most used for 
making houses. For furniture. Ask them to tell you about fruits 
and plants which we bring from the torrid zone. 


READING LESSON XVI. 

ANIMALS. 

A NIMALS have their homes. Some can not 
live where it is very warm, and others would 
soon die where it is cold. Different animals live 
in different zones. Most of those which are used 
bv man live on vegetable food. 

We find the greatest number of these in the 
temperate zones. Here are the horse, the cow, 
the sheep, which have their home with man and 
are called domestic animals. The buffalo, the elk, 
the deer, the bear, the wolf, and the kangaroo, are 
the principal wild animals. 

The torrid zone has more animals than any 
other. The huge elephant, the lion, the tiger, the 
tall giraffe, the hippopotamus, and the rhinoceros, 
are found there. The playful monkeys hop from 
branch to branch, and grin at each other from the 
tree-tops. There are snakes many feet in length, 
ready to wind about men and animals and crush 
them in their folds. 

There are parrots, flamingoes, and other birds, 
with beautiful feathers, but most of them can sing 
no better than a crow or a goose. In some parts 
of this zone are great numbers of insects. Thou- 
sands of beautiful butterflies flit over the pools, 
and millions of fireflies may be seen at night. 

The frigid zone has few animals. The reindeer, 
that feeds on moss, which he often finds covered 


16 


WHAT AYE FIND UNDER THE LAND. 




ANIMALS OF DIFFERENT ZONES. 

A Picture Lesson.— In this picture we see some of the animals of the differ- 
ent zones. In the north temperate zone are the bison, the grizzly bear and the 
elk. The bear, with open mouth, is walking toward the bison, whose head is 
thrown down ready for the tight. No doubt the bear expects to have several good 
meals, when he has killed the bison and dragged him away. Do you think he will 
be able to do this? Will the elk tight the bear? 

In the north frigid zone, a white bear is seen on a field of ice. A seal, not far 
away, seems to be watching him quite closely. In the distance is a man in a 
small boat, who lives with his family and neighbors in the ice huts. The northern 
lights shine above the icebergs. 

In the south temperate zone, the llama, the goat, the hog, and a hard-shelled 
animal called an armadillo, appear to be quite at home; while in the south frigid 
zone, the whale has it all to himself, and is throwing up a jet of spray that glistens 
in the starlight of the polar night. 

In the torrid zone, the animals do not seem to be on very friendly terms. The 
leopard was taking a quiet nap under the tree, when the hungry crocodile crawled 
that way. How lively the leopard seems ! The serpent, darts its tongue at the tapir, 
whose long nose is turned toward his enemy coiled about the tree. Do you 
think there will be trouble between them? 


M ANY very useful things are found 
in the earth. Most of the salt 
with which we season our food is made 
from salt water, or brine, which is 
pumped from wells, and boiled in large 


with snow ; the white bear, that can have a good 
night’s sleep with her cubs under a cake of ice ; 
the arctic fox, with his thick fur ; the seal and the 
walrus, that like ice-water baths ; and the dog, 
that shares his master’s bed, are nearly all. 

We must not forget that animals live in the sea, 
as well as on land. Some delight in cold water, 
and others in warm. Fish have their zones. Most 
of those that we use for food, such as the cod, the 
mackerel and the herring, are found in cool water. 
The whale is the largest of animals. The “ razor- 


Mining. 


back ” whale is the longest creature 
known. It is sometimes more than one 
hundred feet in length. It lives in 
northern seas. 

Written Exercise. — Write what you have 
learned about the animals of the different 
zones, and of the sea. Tell how many of 
these animals you have seen. 


LOCAL WORK.— Talk about the domestic and 
wild animals found in your locality. Speak of their 
homes, habits and affections, and ask where we find the 
pheasant, bob-o-link, robin, etc. Bring lists of useful 
animals, and tell what makes them useful, e. g., The 
robin, wren and quail destroy many insects, and are 
very useful to farmers and gardeners. 


READING LESSON XVII. 

WHAT WE FIND UNDER THE LAND 


WHAT MEN DO — OCCUPATIONS. 


ir 


pans over the fire, until the water is dried up, or 
evaporated, and the salt is left behind. In some 
parts of the world, the salt itself is dug from the 
earth. It is sometimes found many feet below 
the surface. 

The kerosene oil with which we light our homes 
also comes from wells. The coal that burns so 
brightly in the grate ; the clay of which brick are 
made ; the limestone, the sandstone, the granite, 
used in building ; the gold, and silver, and cop- 
per, of which money is made ; and iron, so plain 
and vet so useful — all come from the earth, and 
are called minerals. 

Some minerals, such as iron, copper, lead, silver 
and gold, are called metals. Gold and silver are 
precious metals. There are also precious stones, 
such as the diamond, which shines like a sunbeam, 
the ruby, and the emerald, and others, that are 
worn for ornament. 


Whitten Exercise. — Tell wliat vou have learned 
about salt, oil, coal, minerals, metals, and precious stones. 
Do you know of anything else that is found under the 
earth ? 


LOCAL. WORK.— Converse with pupils about the quarries, 
brick-yards, lime-kilns, mines, etc., found in the county. Have pu- 
pils tell how the material obtained from these quarries, etc., is used. 
Where it goes. How it goes. Ask them to describe the process of 
brick-making, etc. Speak of noted mines, quarries, etc., in the 
state, and point out the location on the map. 


READING LESSON XVIII. 

WHAT MEN DO - OCCUPATIONS. 

W E all need food to eat, clothes to wear, 
houses to shelter us, and many other things 
to make us comfortable and happy. We can not 
live as some men do in hot countries, where bread 
grows on trees, and milk may be had from the 
cocoa-nut. We must work hard for what we get. 
What a man does for a living is called his occu- 
pation. 

Raising wheat, oats, corn, and other grains and 
plants, is called farming, or agriculture. 

Many of our warmest and best clothes are made 
of wool, which comes from the sheep. Those who 
keep a large number of sheep for their wool, are 
wool-growers. 



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Questions on the Pictures.— How mauy leading occupations 
are shown in these pictures ? Write about all the things you can see 
in the upper picture. 

Is the vessel at the wharf a sloop, a schooner or a ship? How 
many masts has it? Is it being loaded or unloaded? How are the 
boxes and packages lifted from its hold? Do you think that this 
vessel sails on the ocean? Why do you think so? 

Are the men in the lower picture manufacturing wooden, iron or 
leather goods? Why do you think so ? What kind of power is used? 
Write about all that you see in this picture. Why does the corner of 
the shop seem to rest on the products of the farm? 

Which is the most important occupation represented? Why is 
the mast of the ship made to connect the three pictures? Is the city 
on a river? Is there anything in the picture to show what city is rep- 
resented ? 


2 


18 


GOVERN M ENT. 


In some places in the West, there are large 
sheep ranches. On these, thousands of sheep are 
herded summer and winter, by men who do noth- 
ing: else. These men often live for months with 
no other company but their faithful dogs and the 
baaing sheep. 

Our houses are made of wood, or brick, or stone. 
The men who build houses of wood are called car- 
penters. Those who lay brick or stone are masons. 

Our houses would do us little good without fur- 
niture; the farmer and carpenter must have tools; 
the wool and cotton must be made into cloth, and 
the cloth into clothes; the wheat and corn must be 
ground; boys must have jack-knives, and little 
girls must have scissors and thimbles. So there 
must be people whose business it is to make what 
other people use. Those who do this are said to 
manufacture. 

To make houses, and furniture, and tools, men 
must have wood and iron. People must go into 
the forest to cut the trees, draw the logs, and saw 
them. This is lumbering. Others must dig* the 
iron or other metal from the earth. This occupa- 
tion is called mining. 

We raise more grain and meat than we want. 
They are sent on the cars or boats to feed people 
who have not enough. Those who buy our grain 
and meat send us cloth, boots, books, fruit, or any- 
thing they have to spare. The business of ex- 
changing goods or products is called commerce. 

When we send what we have to sell to other 
lands, it is called exporting. When these lands 
send what thev have to sell to us, we call it im- 
porting. We send beef, and pork, and wheat, and 
cotton, to lands across the sea, and they send us 
cloths, silks, tea, coffee, raisins, and many other 
things. This is the reason why so many great 
ships go and come on the sea, and so many cars 
run over the land.. 


Written Exercise. — T ell, in your own words, what 
manufacturing, lumbering, mining, commerce, exporting 
and importing are. 


EOCAL. WORK.— Pupils to bring neatly written lists of occu- 
pations pursued by people in township, county, and city; and tell 
what each class raises, manufactures, or deals in. Have them make 
a list of things we export. Import. In what way are they sent or 
brought*? Speak of great routes of commerce leading to our doors. 


READING LESSON XIX. 

GOVERNMENT. 

W HEN we talk about our school we say that 
tardiness and whispering are against the 
rule. We may use another word for rule. It is 
the word law. The teacher makes the rules, or 
laws, which every pupil should obey. 

We know very well that all men are not good. 
Some men will steal what others have worked 
very hard to get. Bad men sometimes burn 
houses, or take life. They do many other wicked 
things which cause much trouble. We must have 
rules, or laws, to keep bad men from doing harm. 

To have good schools, all the people must join 
to build school-houses, to hire teachers, and to 
raise money to pay their wages. So we need rules, 
or laws, to tell us how to do these things, and make 
every man pay his share of the expenses. 

When we wish to send a letter to a friend, we 
can not hire some one to carry it. What trouble 
there would be if people had no way of sending 
their mail ! We must have a post-office, and mail 
routes must run to every part of the country. 
Stages, horses, cars and boats must carry our let- 
ters as fast as they can. Then we need laws to 
tell how and when the mail shall be carried, and 
what the postage shall be. 

We need laws for a great many things besides 
those we have spoken of. Who shall make the 
laws ? Can the people all come together to do it ? 
What a crowd there would be ! We will choose 
men to go to the capital of the state to make laws 
for us; men will also be chosen from other parts 
of the state. Those who are chosen will meet at 
the capital, in a building called the capitol, and 
make laws to prevent wrong-doing, to help our 
schools, and many other things. Such a meeting, 
or bodv of law-makers, is called a legislature. The 
legislature makes laws for the state. 

The people of every state choose men to go to 
Washington, the capital of the United States, to 
make laws for the whole country. This body of 
men is called Congress. Congress makes laws 
which relate to post-offices, to the Indians, to 
commerce, and to other things which you can not 
now understand. 


HOW MEN LIVE. 


19 


But our laws would do us no good without men 
to see that they are kept, or obeyed. The law 
punishes thieves, and others who do wrong. But 
who will catch the thief ? We must have a con- 
stable, a marshal, or a sheriff to catch, or arrest, 
the wrong-doer, and a justice or judge to try him, 
in order to find whether he is guilty. We must 
have school trustees, superintendents, and post- 
masters. 

Now, the men who see that the laws are kept, 
or obeyed, are called officers. We have school 
district laws, and school district officers ; town or 
city laws, and town or city officers ; county laws, 
and county officers ; state laws, and state officers ; 
United States laws, and United States officers. 
The chief officer, or ruler of a state, is called a 
Governor. The chief ruler of the United States 
is called a President. 

Making laws, and causing them to be obeyed, 
is government. A country like ours, where the 
people choose their own rulers, is a Republic. A 
country where the chief ruler is not chosen, but 
gets his place because his father or mother ruled 
before him, is called a Kingdom or an empire, and 
the ruler is a king or queen, an emperor or an 
empress. 

Whitten Exercise. — What body makes laws for the 
state ? For the United States ? Who see that the laws 
are obeyed ? Who is the chief officer of the state? Of 
the United States ? What is the difference between a 
republic and a kingdom ? 


LOCAL. WORK.— Converse with pupils about town, county, 
and state officers. They may learn that a county superintendent has 
charge of the schools ; that a treasurer has charge of the public 
moneys; that a judge holds courts, and so on. The dry details of 
duties, terms of office, time and manner of election, qualifications, 
etc., should be reserved for later years. 


READING LESSON XX. 

HOW MEN LIVE. 

UT^HE people in different parts of the world do 
-L not live in the same way. If we go among 
the Indians, we shall find them living in huts 
made of poles covered with bark, skins, or cloth. 
The fire is built on the ground, and the smoke 
goes up through a hole in the top of the wigwam, 


as their hut is called. Hunting and fishing are 
the principal work of the men; and flesh and fish 
are the chief food. They have no plows, roads, 
books, or schools. People who live in this way 
are called savages. 



SAVAGE, CIVILIZED AND ENLIGHTENED MEN. 

Questions on the Pictures. — Which of these men is a sav- 
age? What do we see in the picture to show this? Which man 
belongs to the enlightened class? Speak of everything in the picture 
that makes you think so. WTiat is there in one of the pictures to 
show a civilized state of society? Which picture shows the highest 
and best state? (The Chinese are not a nation of idol worshipers, # 
though some classes bow before images, as the artist represents.) 

There are people who have horses and cattle, 
and get their living by pasturing or herding these. 
They, too, live in tents, and wander from place 
to place to find fresh pasture for their stock. They 


20 


MISCELLANEOUS REVIEW. 


are ignorant of books, and have no schools. Such 
people are half-civilized. 

There are others who have books, and schools, 
and comfortable houses, and large cities. They 
cultivate the soil, spin and weave, and are very 
skillful in many kinds of work. These are called 
civilized people. 

Others still have the best of schools, churches, 
newspapers and books, for old and young. They 
have railroads, steamboats, mills, factories, and all 
kinds of machinery for the farm and shop. These 
people are enlightened. 

Races of Men. — There are five races of men. 
They do not look alike. The white race is called 
the Caucasian. It is the ruling race of the world. 
We see many black men whose forefathers were 
brought from Africa. They belong to the Negro 
race. The red men of our country lived here 
when it was discovered, and they are known as 
the Indian race. Then there are the yellow, or 
Mongolian, race, to which the Chinese belong, and 
the brown, or Malay, race. 


Whitten Exercise. — Write what you have learned 
about savage, half-civilized, civilized and enlightened 
people. About the races of men. Have you seen a Mon- 
golian ? Malay? Indian ? Are there men among us who 
act like savages ? Which class is the most happy? Why 
do you think so ? 

LOCAL WORK.— Talk about the races that are represented in 
our county and state. Do the people who come here from the coun- 
tries of Europe belong to our race? What may we call those among 
us who will not work, and are ready to fight, rob and murder? Are 
they savages ? Are those who do not care for papers, books or schools, 
civilized? Do savages take good care of the poor? The sick? Do 
they desire to improve? 


MISCELLANEOUS REVIEW. 

[ Some of the questions below are too difficult for a young pupil 
to answer. They have a direct bearing upon the points treated in the 
several reading lessons, and are designed to awaken thought. Such 
questions should not be neglected by teachers. Some of them may 
be taken home by pupils, to be discussed at the fireside. Others may 
be answered by the well-informed instructor, who wishes to go be- 
yond and above the mere routine work of the school-room. The 
author thinks it no sin to propound a few questions which call for a 
little extra elfort on the part of those who are engaged in the work of 
teaching.] 

1. How are we aided in telling directions? Can you 
find the North Star? In what way? How did sailors 
get along before the compass was invented? What people 
first used the compass? 


2. How many ways of measuring distances can you 
name? Have you seen a surveyor’s chain? How is it 
made? How do sailors measure the depth of water? 

3. How many things can be told by looking at a good 
map? What is the difference between a map and a pict- 
ure? Why do we not use pictures of countries instead of 
maps? 

4. How do w T e know that the earth is round? Take 
a globe and show how things go out of sight when mov- 
ing round it. What will be the shape of the shadow 
which your ball will cast on the wall, if you hold it be- 
fore the lamp, to-niglit? Have you ever seen the shadow 
of the earth? Where? 

5. Why is the surface of the school-globe made so 
smooth when the surface of the earth is so uneven, or 
rough? What divisions of land are found in your coun- 
ty ? What divisions of water ? How many have seen a 
mountain ? How many pictures of mountains can be 
found in this book? How many volcanoes can be found? 
Of wliat use are hills? Rivers? Lakes? 

6. Take a globe or a ball, and show how it is that we 
have day and night. In what month do we have the 
shortest night ? The shortest day ? On what part of the 
earth are the days and nights always of equal length ? 
What portions of the earth have very long days ? 

7. What zone has no winter, except on its high 
mountains and plateaus ? Is there any place where one 
can live and have spring all the year ? What season is it 
in the south temperate zone to-day ? Is December a 
winter or a summer month in that zone ? 

8. Which zone has the most plants and animals ? 
The fewest ? Could the animals of the frigid zones live 
in the torrid zone ? Name five of the most useful culti- 
vated plants. Name five of the most valuable trees. 
Which is the most valuable for common lumber ? For 
fruit ? For clothing ? 

9. Make a list of useful things found under the land. 
Which of these is most useful? Why? Which is most 
costly? How many of these things are found near your 
homes? 

10. How many occupations are carried on in your 
neighborhood? Name six of the most useful occupations. 
Would men be better off to live without work ? Can 
men work hard without using their hands? Do enlight- 
ened people do more work than those who are half civil- 
ized or savage? 


TOPICAL REVIEW. 

Require pupils to tell what they know about each of 
the following topics : 

Direction — Distance — Maps — Form of the Earth — Sur- 
face of the Earth — Divisions of Land — Divisions of Wa- 
ter — Day and Night — The Seasons — Climate and Zones — 
Plants — Animals — What is found under the Land — What 
Men do — Government — How Men Live — Races of Men. 


THE HEMISPHERES — MAP DRAWING, ETC. 


21 


READING LESSON XXI. 

THE HEMISPHERES. 

W E have learned that the earth is a globe, or 
sphere, and that a half-sphere is called a 
hemisphere. We have seen a picture and a small 
map of the Eastern Hemisphere, and of the West- 
ern Hemisphere. Taken together, they are called 
^he Map of the World. 

We must not forget that tlie map of the East- 
ern Hemisphere represents the land and water on 
one half of the earth’s surface, and the map of 
the Western Hemisphere represents the land and 
water on the other half. We must think of these 
maps as showing opposite sides of the earth on 
which we live 

The larger maps, which we are now to study, 
will show us where the continents, large islands 
and oceans are ; their direction from one another ; 
the zones in which they lie, and many other things. 
Ask your teacher to show you how mountains, 
rivers, cities and countries are represented on the 
map. 

GLOBE WORK. — A globe should be used to show where the 
great divisions of land and water are; their direction from one an- 
other on the surface of the earth, and through the earth ; the zones 
in which they lie; and the meridian circle which geographers have 
made the boundary between the hemispheres. Let pnpils see that 
the map of the Eastern Hemisphere actually represents one half of 
the surface of the globe, and the Western Hemisphere the other. 


MAP DRAWING, AND MAP STUDIES. 

Teachers will notice that map drawing is made some- 
what prominent. It has had its place in the study of 
local geography, and should be continued. No compli- 
cated or time-wasting system of diagrams should be in- 
troduced or tolerated in our schools. For a time, young 
pupils may be allowed to place thin paper over the map, 
and trace the outline of the continent or country they 
are studying. 

It would be a still better plan for the teacher to cut out 
card-board forms of the continents, of the same size as 
the maps in the book, and let each pupil have one long 
enough to mark around it on the slate or prper. With 
this good outline, it will be easy for pupils to cop} r from 
their maps, the mountains, rivers, etc., selected for study. 
[Consult Methods of. Teaching Geography , by Lucretia 
Crocker. ] 

Map drawing may be made very pleasant, and it fixes 
the forms of countries, the position of mountains, rivers, 


etc., in the memory. One hour of this work is worth 
many hours of ordinary study. The printing of the 
proper names on the pupils’ maps is an excellent method 
of memorizing them, and a good drill in spelling. 

It will be seen that the questions are so worded that 
pupils must make good use of their eyes in studying the 
map. Very many of them call for some exercise of the 
judgment. We should so guide pupils in their map work 
that they may see that a map may be made to mean a 
great deal ; that the things represented do not stand as 
isolated objects, but that they sustain certain relations to 
one another, and have much to do with man and his 
work. 

A regular or irregular coast can have no special signifi- 
cance to pupils until they learn about commerce, and see 
that deep indentations and bold projections afford protec- 
tion to ships; that cities are most likely to grow up where 
good harbors are found; that railroads are built to carry 
produce and goods to and from the harbors. 

An extensive northern slope has no grand meaning 
until the teacher calls attention to what every child 
already knows, and makes an application of the fact that 
northern slopes, on our side of the equator, are cold 
slopes, and that southern slopes are warm. The melting 
of the snow in spring and the blooming of early flowers 
have taught the children this, but they saw no connection 
between this fact and the one we are speaking of. 

The same remarks will apply to the zones and to many 
other things which might be named. Pupils should be 
led to see that the climate, in a broad sense, determines 
the character of plants, animals, and men. 

The thoughtful primary teacher will be quick to see 
what her class can grasp, and will make the study of 
maps something more than a study of names, boundaries, 
and locations. Her pupils will not look upon a coast, a 
slope, a zone, a mountain, etc., as a coast, slope, zone, 
mountain, and nothing more. They will see, children 
though they are, some of the relations which exist, and 
will be able to interpret the map in a satisfactory manner. 

Pupils should be asked to apply the scale to every 
map, not for the purpose of having them remember the 
number of miles from one point to another, but to give 
them some idea of the vast size of the great divisions of 
land and water, and to enable them to compare the differ- 
ent countries. 

Teachers are earnestly advised to have pupils practice 
off-liand sketching. If the reading lesson relate to a 
range of mountains, a river, a coast, an island, or a 
country, ask them to step to the board, or take slates and 
sketch whatever may be under consideration. Have no 
formal diagrams. Do the work neatly and quickly. Pu- 
pils may be greatly benefited by this practice 

Wall maps should be used for drills on names of coun- 
tries, cities, rivers, etc., and for frequent reference during 
the reading lessons. If they are not at hand, do not fail 
to refer to maps in the book. 


MAP OF THE WORLD. 


o*) 


WESTERN HEMISPHERE. 



A C '-< y 


'Salt Z, 


0t \e^us 

°- E ' Vi ^ T5ab atna * s * 
;**" 

-P : O ° 

SH.V 


"Tropic 

'Vfcli I 


OP'CANCER 






■EQUATOR 


Galapagos Is, 


2 CA U- -T-> • V 

oador super 


Cape Blanco 


l\Iarquesa? Is 


ster Group 


'amatou Group or 
'Low Archipelago 


Lake Title 


Society 


•TROPIC-OP -CAPRICORN 


.yitcairns 


f T T al p; 
of Juan Feruan 


|arai8(i' 


^STARCTIC'ClRCte 



Mi'S 

w 



Map Studies. — What part of the map is north ? 
South? East? West? Which hemisphere contains the 
most land? Write the names of all the continents. What 
continents are in the eastern hemisphere? What conti- 
nents are in the western hemisphere? Are there any con- 
tinents which lie in both hemispheres? In what direction 
is South America from North America? Europe from 
North America? Australia from South America? North 
America from Asia? Point toward South America. Eu- 
rope. Asia. 


Which is the smallest continent ? Which is the largest? 
In what direction is each continent longest? Which con- 
tinents are most alike in shape? How are they alike ? 
Which continent has the most regular coast? Which the 
most irregular? Write the names of the principal mount- 
ains of the world. What continents have long ranges of 
mountains near their coasts? Are there any continents 
without mountain ranges? Do the chief mountain ranges 
run the longest or shortest way of the land? Are the con- 
tinents connected ? By what ? 


MAP OF THE AVORLD. 


23 


EASTERN HEMISPHERE. 



North Pole 




? L.Salkastf ( 
•Aral \ f/ 


CM 1 \J N 0 


; > £ j Turkestan 

SWSSii ,C 

PERSIA. *°°* 

"\ I AFGHAN 

;V | 1STAN 

'V' — , JiEUio- r 


)fotmo3^lA 

ife lur S* E 




■BIKM. 


•iG’anaeJ; 

IINDOSTAX^-? 


ZD 

Ham an 


ARABIAN 


Cape * 
Guardafu 


\ h BENGAL 

i \>A 

C. Comorin Qceylon 


UI'PEfP 
V?- guinea 


C. Palmas 


Celebes M 
Sea „ f] 


■EQUATOR' 


Bciuda Sex 


Ascension 


yt\8S(t- ■. 


INlauritius 


TROPIC OF- CAPRICORN 

E I A ' J 


W/V} 


Kerguelen/ Laud 


C f 07Ct 


A\ T rite the names of all the oceans. What oceans are 
in both hemispheres? Which is the largest ocean? How 
many continents does each ocean touch? What ocean 
would you cross in sailing from North America to Eu- 
rope? North America to Asia? What ocean has the 
largest number of islands? Which hemisphere has the 
most seas? Which hemisphere has the most gulfs and 
bays? Write the names of the great rivers of the eastern 
hemisphere. Of the western hemisphere. Which hemi- 
sphere has the largest number of rivers? 


On which side of the equator is the most land? What 
continents are crossed by the equator? What zone con- 
tains the most land? What zone contains the most water? 
What zones contain the least land? Pass your fingers 
over those portions of the earth where it is always cold. 
Always warm. Is there any continent which lies wholly 
in either zone? Write the names of the warmest conti- 
nents. Of large islands that have a warm climate. Of 
large islands that have a cold climate. Which zone con- 
tains the largest number of islands? 


24 


SIZE — MOUNTAINS 


TABLE-LANDS. 


NORTH AMERICA. 


Map Studies. — Trace the outline of North America, 
and print the names of the divisions of water that wash 
its coasts. Print the names of the great peninsulas. Is 
the coast line regular or irregular ? Which coast is most 
regular ? 

Copy the mountain ranges, and print their names on 
your map. Where are they? In what directions do the 
ranges extend ? Which is the longest range ? Is there 
any large portion of the continent without mountains ? 
Move your finger over it. 

Copy the great lakes and rivers, whose names are given 
on the map, and print names. What do we call that part 
of a country drained by a liver ? Which is the largest 
valley on the continent ? Does the eastern or western 
part of the continent have the most rivers ? How can 
we tell which way the land slopes ? Which is warmer, a 
northern or southern slope ? How many great slopes can 
you find on this continent ? 

Trace the boundaries of countries, and print their 
names. Locate capitals, and print names. Copy the 
great islands off the coast. 

In what zones does North America lie ? Which 
country is warmest ? Coldest ? Are the waters of the 
Gulf of Mexico warm or cold ? Of the Arctic Ocean ? 
If you were to visit Mexico or Central America would 
you expect to find many fur-bearing animals ? Why do 
you think so ? If you were to visit the Dominion of 
Canada ? Would you expect to find large trees and 
plants near the Arctic Ocean ? Gulf of Mexico? On 
what part of the continent are the warmest houses 
needed ? How far south do you think sleighs are used ? 

Is this map drawn on a large or small scale ? Make a 
measure of paper, three or four times the length of the 
scale, and find the distance from the Isthmus of Panama 
to Behring Strait. From San Francisco to Boston. 
Across Mexico on the Tropic of Cancer. If we were to 
walk forty miles a day, how long would it take to walk 
the length of North America ? From San Francisco to 
Boston ? Across Mexico ? 


READING LESSON XXII. 

SIZE - MOUNTAINS - TABLE- LANDS. 

W E have our home on the continent of North 
America. This grand division of land ap- 
pears very small, as we look at the map, but we 
have learned that it is very large. It is thousands 
of miles from the cold Arctic Ocean on the north 


to the warm Gulf of Mexico on the south; and 
thousands of miles from the Atlantic on the east 
to the broad Pacific on the west. 

If we could travel five hundred miles a day, it 
would take us a whole week to cross the continent 
where it is the widest. It stretches from the frigid 
zone with its icebergs, to the torrid zone with its 
palms. 

Lofty mountains, called in the north the Rocky 
Mountains, and in Mexico the Sierra Madre (se-er- 
rah mah'-drav), extend in lonsr ranges from the 
Arctic Ocean to South America. These mount- 
ains are very wild and broken. We must not think 
of them as one narrow ridge, which we can cross 
by climbing up one side and going down the other. 
In most places we must cross ridge after ridge, 
with peaks here and there, and valleys or table- 
lands between. We must travel hundreds of 
miles before we get over these ranges. 

On all the lower slopes are dense forests; as we 
climb the sides we find shrubs, coarse grass, and 
strange mountain flowers; still higher up are bare 
rocks, and, above these, are huge peaks, covered 
with snow all the year. Great herds of cattle are 
now found in the valleys, and there are rich mines 
of gold and silver in the mountain sides. 

Farther west are ranges, called the Sierra Ne- 
vada (se-er-rah ne-vah'-dah) Mountains in the 
south, and the Cascade Mountains in the north. 
These rano'es are noted for their wonderful val- 

O 

leys, fearful precipices, high waterfalls, and tall 
trees. 

The Grizzly Giant, monarch of the Mariposa groves, is ninety 
feet in circumference. The diameter of a single log cut from this 
tree would be higher than most farm-houses, and a large school 
might be seated in its trunk, if hollow. 

West of the Rocky Mountains, extending from 
the Arctic Ocean to the Gulf of Mexico, are hmh 
table-lands, hundreds of miles in width. They 
are bounded on the west by the Sierra Nevada 
and Cascade ranges. Rain seldom falls here, and 
there are no forests. The whole country is a des- 
ert, except near the streams which flow from the 
mountains. The low, brown sage-bush grows in 



J. WELLS, DEL. 


(25) 


RUSSELL & STRUThERS, ENG’S, NEW YORK 


26 


SIZE — MOUNTAINS 


TABLE-LANDS 



On this table- 
land are lakes 
whose waters are 
so salt that no fish 
can live in them. 
They are fed by 
mountain streams, 
and have no outlet. 
In crossing this re- 
o'ion the traveler 
sometimes comes 
upon a crack or 
opening in the 
earth. He may 
stand at the edo;e 
of the crack and 
look down, down 
the rocky sides 
hundreds or thou- 
sands of feet. At 
the bottom he sees 
a dark stream of 
water. Such a 
crack or opening 
is called a canon 
(kair'-yun). - 

The Colorado 
River flows for 250 
miles through a 
canon whose walls 
of solid rock rise in 
some places more 
than a mile above 
the water. In this 
distance the river 
has no vallev. 


GREAT FALLS OF THE YELLOWSTONE, NATIONAL PARK. 

These falls are 350 feet in height. The water descends in foam as white as snow. It is a sight more beautiful, 
though not so grand, as Niagara. A heavy rnisr always rises from the water at the foot of the falls, so that 
one can not approach near without be.ng drenched. For 300 feet, or more, from the bottom, the walls are clothed 
with a dense matting of mosses, sedges, and grasses, of the brightest green. 


the north ; and the cactus, a curious plant which 
needs little moisture, and which we often see in 
pots in our houses, is found almost everywhere in 
the south. The little jack-rabbit is about the only 
animal. 


This great canon forms 
one of the most wonder- 
ful whispering-galleries in 
the world. A train of cars 
crossing the bridge at the 
Needles can be plainly 
heard, on a quiet day, at 
Cottonwood Island, a dis- 
tance of eighty-four miles. 
The fife and drum at Fort Mojave are distinctly heard at Bull's 
Head, a distance of eighty-four miles, and the sun-rise gun at the 
fort can be heard at a distance of ninety-six miles. 

Written Exercise. — Tell all you can about the size 
of North America; the Rocky and Sierra Nevada Mount- 
ains; the table-lands and Colorado canon. 


MOUNTAINS, RIVERS, AND VALLEYS 


O 


i 


READING LESSON XXIII. 

MOUNTAINS, RIVERS, AND VALLEYS. 

T OWARD the eastern part of the continent are 
the Ap-pa-la-chi-an Mountains. These are 
made up of different ranges, and are not so high as 
the Rocky Mountains. They are covered with 
forests to their summits. Between the ridges are 
many long, fertile valleys, with beautiful farms, and 
{dear, rapid' streams, where brook trout were once 
very abundant. 


The Valley of the Mississippi contains many 
states, and it is sometimes called the “Garden of 
the World.” In the upper part of the valley are 
vast prairies, on which are thousands of farms, with 
wheat, and corn, and cattle. Farther down are 
larger fields of corn, with tobacco and hemp. As 
we near the Gulf, we see plantations of cotton and 
of sugar-cane. 

All along the western borders of the valley, to 
the east of the Rocky Mountains, are broad plains 
which are not vet settled. Here were once found 



NEW RAILROAD BRIDGE AT NIAGARA FALLS. 


In some places the ranges are broken by gaps, 
through which the rivers find their way. To the 
east of the mountains, crossing what is called the 
Atlantic slope, are many swift streams. Vast 
quantities of iron and coal are taken from the 
mines of this region. .. 

From the Gulf of Mexico, right through the 

"O O 

middle of the continent, to the Arctic Ocean, is a 
broad, level belt, called the Great Central Plain. 
The northern part of this tract is known as the 
Arctic plain, or slope, and the southern as the Mis- 
sissippi Valley. This valley is drained by the 
Mississippi, which is the most important river in 
the world, and next .to the largest in size. Its 
tributaries come from the Rocky Mountains on 
the west, and from the Appalachian Mountains 
on the east. 


large herds of buffaloes, which were hunted for 
their skins and for their flesh. The Indians pur- 
sued them on horseback. The whites have 
slaughtered millions of these noble animals, and 
few now remain to crop the wild buffalo grass of 
the great plains. 

On the eastern borders of the valley there were 
once noble forests of oak, beech, maple, and other 
hardwood trees, which are now cleared off, and we 
see fine farms, beautiful orchards, and thriving 
cities wherever we go. 

We will learn more about the “ Father of 
Waters ” and its great valley when we study the 
United States. 

The St. Lawrence is a noble river. It drains 
five great lakes, one of which is the largest body 
of fresh water in the world. Between Lake Erie 


MOUNTAINS, RIVERS, AND VALLEYS 




and Lake Ontario 
arc Niagara Falls, 
whose name is 
an Indian word 
meaning a thun- 
der of water.’ 1 
The roar of the 
falling waters 
may be heard for 
several miles. At 
the edge of the 
cataract the Ni- 
agara River is 
4,750 feet wide. 

The fall is di- 
vided into two 
parts by a small 
island. On the 
American side 
the cataract is 104 
feet in height. 

On the upper 
St. Lawrence are 
many beautiful 
islands, called the 
Thousand Isles. 

Farther down are 
the Rapids, where 
the water flows so 
swiftly that boats 
and rafts are 
guided with great 
difficulty. They 
can not sail up 
against so strong 
a current, but go 
round by canals. 

On an island in 
the river, six hun- 
dred miles from the sea, is a large and fine city, 
called Montreal. Farther down we pass a fortified 
city named Quebec. The river is here two miles 
wide, and so deep that the largest ships reach the 
city from the sea. The valley of the upper St. 
Lawrence is thickly settled. 

The Mackenzie is a very long and large river 
which drains a part of the Arctic slope. There 
are no villages on its banks, and no ships on its 


PILLARS OF HERCULES AND ROOSTER ROCK, COLUMBIA RIVER. 

Questions on the Picture.— Who was Hercules? What were the ancient Pillars of 

/V 

Hercules? What are growing on the sides and top of the pillar at the left? Where may 
the train be going ? 


waters, which are 
frozen, near its 
mouth, nine 
months in the 
year. During the 
short summer it 
is frequented by 
countless num- 
bers of ducks and 
geese, and when 
the ice breaks up 
in the spring-time, 
fish are so num- 
erous that they 
almost crowd one 
another out of the 
water. 

The Columbia 
is the largest riv- 
er flowing into 
the Pacific from 
the American 
continents. It is 
a rapid stream,, 
passing through 
many gorges, and 
having many falls 
and rapids, where 
large numbers of 
salmon are 
caught by Indi- 
ans, who are very 
skillful in taking 
them with spears. 
The scenery on 
the Columbia is 
verv fine. 


Written Exercise.— Points : Appalachian Mount- 
ains — Great Central Plain — Mississippi V alley — St. 
Lawrence — Mackenzie — Columbia. 


Note.— The teacher should not fail to converse with pupils as the 
reading proceeds. Give the meaning of words with which they are 
not familiar. Elucidate points of interest as they come up. Do not 
allow a picture to pass without carefitl study. Lead pupils to ob- 
serve the minutest details. Have them write what they think about 
the things seen. Refer to the map whenever countries, mountains, 
rivers, etc., are spoken of in the text. This practice is of great valuo 
to the learner. 


DOMINION OF CANADA- 


29 


READING LESSON XXIV. 

DOMINION OF CANADA. 

L et us visit the different countries of North 
America, and see what we can learn. We 
will ofo over into the Dominion of Canada, which 
belongs to Great Britain, a country beyond the 
Atlantic. The Dominion is divided into provinces 
like our states, some of which are thickly settled 
by people who are engaged in farming, lumbering, 
manufacturing, fishing, and commerce. 

Away to the east are 
New Brunswick, Nova 
Scotia, and Newfound- 
land. New Brunswick 
has immense forests of 
valuable timber, and 
Nova Scotia is noted for 
its mines of coal and 
iron. 

The island of New- 
foundland is cold and 
foggy. The coast wa- 
ters are the most cele- 
brated fishing grounds 
in the world. The white 
sails of hundreds of fish- 
ing vessels may be seen 
at one time. Many of 
the codfish which we 
buy come from what are 
called the Banks, which are sand plateaus beneath 
the ocean. 

Quebec is a cold province. Lumber is one of 
its great sources of wealth. Millions of pounds of 
sugar are made from the maple. The moose, deer, 
beaver, and otter, are found in great abundance. 

Ontario is one of the finest farming countries in 
the world. It sends large quantities of flour to 
Great Britain. Apples and other fruits are grown. 

Labrador is a cold, desolate region. The waters 
along the coast are frozen until mid-summer. 

British Columbia, west of the Rocky Mountains, 
has a milder climate. Here, cattle find green 
pastures in summer, and they hardly need shelter 
in winter, except in the north. This is because of 
the warm, southwest winds from the ocean. 


East of the Rocky Mountains, and west of 
Hudson Bay, lies the great Arctic plain. The 
southern part of this plain is warm in summer but 
very cold in winter. Here is the province of 
Manitoba, with its rich soil, and fine fields of 
wheat. Settlers from the Old World, and from 
other parts of the Dominion, are flocking to this 
region, to seek homes and wealth. 

As we go north on this plain, the climate grows 
colder and colder. The trees and plants are more 
and more stunted by the frost. Far to the north, 
the ground freezes very deep in winter, and only 


a few inches of the surface thaw during the short 
summer. Coarse grass, moss, and stunted shrubs, 
are the principal plants. 

The central portion of the Dominion of Canada 
has been a paradise for hunters and trappers for 
more than two hundred years. The Hudson Bay 
Fur Company once had fifty forts, or stations, for 
buying furs. In a cold country like this, fur- 
bearing animals are abundant, and the Indians 
and hardy whites seek them in the forests, lakes, 
and streams. The choicest furs are still sent to 
London, and are worn by ladies and gentlemen of 
rank. 

All along the northern shores of the continent, 
and also in Greenland, there are curious people 
called Esquimaux (es'-ke-mo), who live by fishing 



CAPE RACE, NEWFOUNDLAND. 


30 


MEXICO AND CENTRAL AMERICA 



AN ARCTIC SCENE. 

In the foreground of this picture we see a happy family. The mother is going to give each 
of her children a supper of seal. The father has been hunting, and. no doubt, he too is 
very hungry. Another hunter is returning with his dog. The curious looking sled is made 
without iroD, the slats are tied to the runners with pieces of raw hide. Over one of the ice 
huts is a small boat, called a kyak. In the distance are icebergs. 

What else can jam see in the picture ? 

and hunting. They move from place to place, 
wherever they can find seals and sea-birds. They 
have fierce-looking dogs, which they harness to 
sleds, and drive rapidly over the ice with long 
whips. Their winter huts are covered with snow. 

The whole family cook, eat and sleep in the same 
room. Blubber, burned in a basin with a wick of 
moss, serves as fuel and light.* 

When food is plenty they eat a great deal. They can make a good 
dinner of tallow-candles and whale oil. They like the blubber, or fat, 
of the whale, and of the seal and walrus. They dress in the warmest 
furs, and their children frolic on the ice and snow when the weather 
is bitter cold. They never see the green turf, pretty flowers or tall 
trees. Santa Claus never goes there with toys or candies, and yet 
they seem very happy. 

Many Indians are still found in the Dominion of 
Canada. They were there when the French dis- 
covered the St. Lawrence and claimed the country 
in the name of France. The civilized inhabitants 
are chiefly French and English. 


Written Exercise. — Points: Dominion of Canada 
— Occupations — Forests — Mines — Fisheries — Furs — 
Esquimaux. 

* Read Dr. Kane’s Arctic Explorations. 


READING LESSON XXV. 

MEXICO AND CENTRAL 
AMERICA. 

L ET us leave the cold regions 
of the north, and visit Mex- 
ico and Central America, our 
neighbors on the south. We find 
the country so warm that people 
have to dress in thin clothes, and 
spend much time in the shade. 
We will first travel along the 
coast. 

Here the land is low, the 
streams are sluggish, and there 
are many swamps. Alligators, 
snakes, and many other reptiles 
abound, In some places the 
forests are so dense that the ax 
must be used to cut our way. 
Here grow the palm, the mahog- 
any, the India-rubber tree, vanilla 
— which is used for flavoring, in- 
digo, silk-grass, and many other 
curious plants. Dahlias, gera- 
niums and fuchsias grow wild, and are very com- 
mon. 

Going back from the low, unhealthy coast, we 
come to table-lands which cover the greater part 
of these two countries. The top of the wonderful 
table-lands is more than a mile above the level of 
the sea, and here the air is cooler and the climate 
is delightful. The Sierra Madre Mountains rise 
high above the great plain. They are very steep, 
and hard to climb. Here and there over the plain 
are cone-shaped volcanoes, sending out smoke, 
ashes, and flame. Volcanoes are numerous in 
Central America, and earthquakes are frequent. 

There are but two seasons in these countries — 
the wet and the dry. Much of the land has to be 
cultivated by irrigation, or watering, by means of 
ditches. As there is no winter, we may see the 
farmer sowing his grain on one part of his farm 
and reaping it on another. 

The cactus and the agave, with their curious 
forms and beautiful flowers, grow everywhere. 
The cochineal cactus, on which the insect feeds 
that furnishes the beautiful red dye, and the pul- 


WEST INDIES AND GREENLAND. 


31 


que (pool'-kay) plant, are very useful. 

The last furnishes sugar, wine, and bran- 
dy. Its thorns are used for nails, ropes 
are made of its fibres, and its leaves are 
a natural paper or parchment on which 
the ancient kings kept their records. 

Between the low coast and the highest 
table-lands of Mexico we may find almost 
every plant that grows in the temperate 
or torrid zone. Grains, coffee, sugar-cane, 
cocoa, tobacco, grapes, orchard fruits, veg- 
etables, pine-apples, and oranges, are all 
cultivated. 

Here and there, on the table-lands of 
Mexico, are great cracks or chasms, at the 
bottom of which running water is some- 
times found. Some of these chasms are 
so very, very deep that we may see many 
plants of the torrid zone growing at the bottom, 
and plants of the temperate zone on the table-land 
above. 

The mountains of Mexico are rich in minerals. 
Mines of gold, silver, and other metals, have been 
worked for hundreds of years. 

The City of Mexico is the capital. It is near a 
beautiful lake in an oval valley, with high mount- 
ains all around. Two of these mountains are 
always covered with snow. Snow-covered peaks 
in the clear sky above, and the most beautiful 
tropical gardens in the great city below ! How 
strange it seems ! 

The inhabitants are Spaniards, Indians, and 
mixed races. They do not like to work very 
hard. They are fond of dancing, horseback riding, 
and smoking. Even the women are seen on the 
streets with their cigarettes. 

Mexico is a republic, like our own country, and 
there are many states with strange names. Cen- 
tral America is divided into five republics, each 
having a capital of its own. 



SCENE IN MEXICO. 


T 


Written Exercise. — Countries — Coast — Table-Lands 
—Mountains — Plants — Chasms — Cit} r — People. 

Note — Pupils should not be limited to the topics given to assist 
them in making up their summaries. They should be encouraged to 
speak of anything they have learned. 

An oral review may follow the. reading exercise. Allow one pupil 
to take the first point of the lesson, another, the second point, and so 
on, until eac-h member of the class has had the privilege of saying 
something. 


READING LESSON XXVI. 

WEST INDIES AND GREENLAND. 

'O the east of the Gulf of Mexico are clusters 
of islands, called the W est Indies. Here 
Columbus landed after his first voyage, in 1492. 
Frosts are unknown, except on the mountains, and 
summer lasts all the year. Some of the larger 
islands have highlands, where people go to enjoy 
the cooler air when it is very hot near the coast. 

On many of the islands nearly all the land is cultivated. The 
farms are called plantations. The owner of the plantation lives in a 
large, low house, with a wide porch. Around the house are many 
cabins for the laborers, who are mostly negroes that were once held 
as slaves, but are now free. 

Sugar is the leading product. Sugar planta- 
tions are seen, the same as fields of corn in our 
great corn-growing states. Large quantities of 
oranges, pine-apples, bananas, and other fruits, are 
raised, and whole ship loads are sent to the great 
sea-ports of the United States. 

Tobacco and coffee are also at home here. One 
of the finest trees is the cocoa-nut palm. It grows 
tall and straight, without branches or leaves ex- 
cept at the top, where a tuft of long, broad leaves 
hangs over, often concealing the fruit. 

Cuba is larger than all the other West Indies 
taken together, and one-third of the sugar of the 
world is said to be produced on this island. 



32 


SOUTH AM ERICA 


MAP STUDIES. 



Britain, and other European nations. Hayti 
is made up of two negro republics. 

Greenland . — Away to the northeast, on 
the borders of a frozen ocean, is Greenland. 
Its name is the most pleasant thing about 
it. A large portion of the land, instead of 
being green, is white with snow eleven 
months in the year. How different from 
the sunny climes we have just left ! 

Its few inhabitants live by hunting seals, 
catching whales, and gathering eider-down, 
which is taken from the nest of the eider- 
duck. Arctic explorers visit the shores of 
Greenland, but they find it a cheerless 
place. Some of its mountain valleys are 
filled with ice, which moves slowly into the 
sea, where huge pieces are broken off, form- 
ing icebergs, which are floated far out into 
the Atlantic. These icebergs sometimes 
cross the track of ships going to Europe. 

Greenland belongs to Denmark. 

Written Exercise. — West Indies — Climate 
— Plantations — Productions — Cuba — Havana. 
Greenland — Climate — Occupations. 


TROPICAL PLANTS AND FRUITS. 

Havana is the largest city on the Islands. It 
has much trade, and is noted for its cigars. It is 
the greatest sugar market in the world. 

The West Indies belong to Spain, France, Great 


TOPICAL REVIEW OF NORTH AMERICA. 

Have pupils write or tell what they know about any 
one of the following topics : Size — Mountains — Table- 
Lands — Rivers — Valleys — Dominion of Canada — Mexico 
and Central America — West Indies — Greenland. 


SOUTH AMERICA. 


Map Studies. — Trace the outline of South America, 
and print the names of the divisions of water that bound 
it. Is the coast regular or irregular ? Do you think 
that there are many tine harbors ? 

Copy the chief mountain ranges, and print names. In 
'what part of the continent are these ranges ? 

Copy the largest rivers. Are they long or short ? 
Does most of the continent slope east, or west ? Which 
river drains the most land ? Which ocean receives the 
most water from the rivers ? How many great river 
valleys are there ? 

Copy the boundaries, and print names of countries 
and their capitals. Which is the largest country ? The 
smallest ? The longest ? What countries are crossed by 
the Andes? Are there auy countries without mountains? 


In what zones does the continent lie ? Which are the 
warmest countries ? The coldest countries ? Is North 
or South America the warmer continent ? Shall we find 
more oak trees or palm trees in South America ? More 
apples or cocoa-nuts ? Shall we see large numbers of fur- 
bearing animals on the Amazon ? Why do you think so ? 
Shall we find the vegetation rank or stunted ? Do the 
people in the north dress to keep warm or cool ? Is 
there much rain in the valley of the Amazon ? Is there 
anything on the map to show the amount of rain ? 
Which are warmer, the mountain or lowland countries? 

m 

Measure the length of the Andes. Of the Amazon. 
Find the distance from Cape Blanco to Cape St. Roque. 
Is North or South America the longer continent ? The 
broader ? 





RUBBER TREES. 


CONDORS. 


LAKE DWELLINGS ON THE ORINOCO. 


READING LESSON XXVII. 

SIZE - CLIMATE - MOUNTAINS - RIVERS. 

S OUTH AMERICA is not quite so large as 
North America. Its coast is much more reg- 
ular, and there are fewer good harbors, where ships 
can find safe shelter when the ocean is lashed 
with storms. 

The continent is crossed by the equator, and 
much the larger part of it lies in the torrid zone. 
Here we need look for no frosts to kill the leaves 
or flowers, except high up among the mountains. 
Traveling south from the equator, the climate 
ofrows colder and colder as we near the south 
pole. Though no part of South America lies in 
the south frigid zone, the southern extremity is 
very cold and stormy, and seamen dread to 
double, or sail round, Cape Horn. 

The Andes are much higher than the Rocky 
Mountains. There are more than fifty volcanoes 
and hundreds of snowy peaks along this mighty 
range. For 3,000 miles of their length there is 
no gap, or pass, where a railroad can be built. 
Travelers cross on winding paths, which only the 
sure-footed mule or llama (la-ma) can follow with 
safety. There are deep gorges, with steep banks 
and foaming streams, over which are bridges, each 


made of two ropes of twisted bark, on which a 
basket is swung. The traveler sits in the basket 
and pulls himself over. 

In the middle and north, the mountains form 
two or three ridges, with high, broad valleys or 
table-lands between. On these table-lands, more 
than two miles above the sea, are cultivated fields 
and large -cities ; and rich mines of silver and 
other metals are found in the mountains around 
them. At one place, near the city of Quito (ke- 

4 

to), no less than seventeen volcanoes can be seen. 
The awful flames of Cotopaxi (ko-to-paks'-e) some- 
times rise a half mile above its summit, and its 
roar has been heard six hundred miles away. 

At the foot of the Andes, in the torrid zone, we 
find dense forests of palm, and other trees that 
grow in warm countries. Higher up the slopes 
are the trees of the temperate zone ; and, higher 
still, are shrubs and mountain plants ; and, at last, 
rocks, snow, and the terrible cold of the arctic 
regions. In the countries crossed by the Andes, 
earthquakes occur very frequently. Whole cities 
are sometimes destroyed, and thousands of people 
are buried in the ruins. The other mountains on 
this continent are much lower, and they are less 
important. 

South America has three great rivers. They are 
the Amazon, the Orinoco, and the La Plata. The 






PLANTS. 


35 


9 


LAKES 


PAMPAS 


Amazon carries far more water to the sea than anv 

*/ 

other river in the world. For a Ions: distance from 

O 

its mouth, its banks are so far apart that boats, in 
sailing upon it, are out of sight of land. It is 
one hundred and fifty miles wide at its mouth; 
and four miles across, a thousand miles from the 

ocean. 'Large steamers follow it for days and days. 

• 

The Selvas, or plains of the Amazon, are cov- 
ered by the most wonderful forests in the world. 
Here are palms, ferns, mahogany, rosewood, dye- 
woods, and many other kinds of trees, growing so 
near together that monkeys may travel for miles 
on their branches without coming to the earth. 

Clinmng to the branches are thousands of air- 
plants, with beautiful leaves and curious flowers. 
The shrubbery between the trees is often so thick 
that the traveler must cut his way as he goes. On 
the river is found the Victoria Regia, a water-lily, 
whose leaves are sometimes ten feet lonw- and six 

o 

feet broad. In the midst is a large blossom, white 
and pink, with a golden center. 

The Orinoco overflows its banks every year. 
Thousands of alligators, electrical eels, and other 
curious fish, are found in its waters. 

A fish called Hassar builds its nest in a muddy hole, just above 
the water, and travels overland from one pond to another. When 
the dry season comes on, it buries itself in the mud to wait for the 
welcome rain. The natives dig for it in the dry season and fish for it 
in the wet.* 

The Llanos (lah'-noce) of the Orinoco are vast 
tracts of level land, with low knolls, called mesas, 
rising here and there. In the drv season the hot 

t_ 1 •/ 

sun parches the ground, great cracks come in the 
earth, the grass and flowers wither and die, and 
there is no green thing to be seen. As the dry 
weather comes on, countless herds of wild horses 
and cattle retreat to the green pastures near the 
mountains. Alligators, huge serpents, and other 
reptiles, bury themselves in the drying mud of the 
shallow lakes, marshes and pools, to wait for the 
rainy season. 

By and by the great black clouds return. The 
welcome rain pours in torrents day after day; the 
lakes, pools and marshes fill up; the alligators and 
snakes wake from their long sleep and crawl from 
their slimy beds; the grass and flowers come on 
apace; and the herds of horses and cattle return, 
to grow sleek and fat on the rich pastures. 

* Consult “ Homes Without Hands,” by J. G. WooJ. 


W kitten Exercise. — Size — Climate — Andes — Ama- 
zon — Orinoco. 

Queries . — Wliat is meant by “ air plants”? By “ elec- 
trical eels”? On what do snakes, fish, etc., live while 
buried in the mud? 


READING LESSON XXVIII. 

PAMPAS - LAKES - PLANTS. 

I N a province in Brazil (brah-zeel'), a gentle- 
man owns two springs but a few feet apart, 
one of which finds its way to the sea through the 
Amazon, the other through the La Plata, a river 
which is navigable for more than a thousand miles. 

During the rainy season, the vast, treeless and 
stoneless plains of the La Plata are covered with 
coarse grass and rank clover, with thickets of this- 
tles here and there, whose spines are so long and 
sharp that a horseman can hardly force his way 
through them. Millions of cattle, horses, sheep, 
and deer, then feed on the rank herbage. In the 
dry season, the plains are parched and bare. 

The cattle are caught with what the Spaniards call a lasso. This 
is a rope with a noose at one end, wnich is thrown with great skill. 

There are no great lakes in South America. A 
few small ones are found in the Andes. Titicaca 
(te-te-kah'-kah), on the borders of Bolivia and 
Peru, is 12,000 feet above the sea, and surrounded 
by snow-capped mountain peaks. On an island in 
the lake and along its shores, are ruins of temples 
and other buildings, erected by the Peruvians long 
before the time of Columbus. The water of these 
mountain lakes is very cold and of a deep blue or 
green color. 

We have been reading about rainy seasons in that part of South 
America lyiug east of the Andes. On the Amazon it rains, or pours, 
a part of every afternoon in the year. The clouds gather suddenly, 
and down come the drops so rapidly that the canoe of the traveler is 
sometimes filled before he can get to the shore. Now, right over on 
the other side of the Andes, is a long, narrow strip of country, where 
there is almost no rain. Why is this? 

Over all that part of the continent which is drained by the Ama- 
zon the wind blows from the east. It is a warm wind, and brings 
much moisture from the Atlantic, over which it has passed. As the 
moist wind moves over the land, clouds form and rain falls. 

When the wind reaches the highlands and mountains on the west, 
it is lifted higher and higher and cooled more and more as it passes 
over the slopes. Cold wind can not hold the moisture like warm 
wind, and so it comes down in rain, hail or snow. So, great quanti- 
ties of rain fall on the eastern slopes and some in the high mountain 
valleys, but when the wind gets to the western side of the mountains 
it has lost its moisture and no rain can fall. 


ANIMALS 


COUNTRIES. 


or» 

OO 



Almost everything that grows out of the earth 
is produced or grows wild on this continent. Cof- 
fee, sugar-cane, 
cotton, hemp, to- 
bacco, indigo, pine- 
apples, and many 
fine fruits and 
spices, are raised 
on the cultivated 
lands of the warm 
countries. Wheat 
and other grains 
are grown in the 
mountain valleys. 

Among the trees 
may be found the 
cow-tree, whose 
sap is somewhat 
like milk ; the 
bread-fruit tree, 
which furnishes 
food for thousands 
of people; the can- 
dle tree, with its 
llama .train— coffee plant. tapers; the blanket 

tree, with its coverlets ; the soap tree, and the 
India-rubber tree, whose juice is caught in vessels, 
and dried and smoked. 


Much of the coffee which we use comes from a shrub with dark, 
glossy leaves, white flowers, and scarlet fruit. The tree blooms for 
eight months in the year, and its blossoms are very fragrant. The 
fruit is dried on mats or large floors, and then the dried pulp is 
passed between iron rollers to get out the seeds which we call coffee. 
It is not a native of South America. 


Written Exercise. — La Plata — Lakes — Rain — Pro- 
ductions — Trees — Coffee. 


READING LESSON XXIX. 

ANIMALS — COUNTRIES. 

T HERE were no cattle or horses in South 
America when it was discovered. They 
were brought from Europe, and turned loose to 
take care of themselves. Millions of them now 
roam over the plains. Horses are often killed for 
their skins, and cattle for their hides, horns and 
tallow. What do you think they do with all these? 
The tapir is the largest wild animal. The jaguar 


is a ferocious creature, like the tiger. The alpaca 
and llama of the Andes vield a kind of wool, and 
the latter is used as a beast of burden. There are 
alligators and serpents in the swamps, chattering 
monkeys, gaudy parrots, and many other beautiful 
birds, in the forests. Red flamingoes wade in the 
pools, and far up on the mountains is the condor, 
the largest bird that flies. The insects are counted 
by millions. Fireflies swarm in the forests, and 
rich-hued butterflies flit above the pools. 

The white inhabitants are mostly Spaniards and 
Portuguese. The latter are found in Brazil; the 
Spaniards, in all the other countries. They are 
somewhat indolent. There are some negroes, 



ANIMAL LIFE IN SOUTH AMERICA. 


whose forefathers were slaves. Many of the In- 
dians are savages, living on fruits and fish. 

O' o 

We will now learn something of the countries 
of South America. 

Brazil is the only empire. It is nearly as large 

as the United States. The greater part of it is 

covered with thick forests. Manv of the trees 

%/ 

have beautiful blossoms. One of the manv climb- 

•/ 

ing vines is vanilla, a kind of bean from which 
perfume is made. The country is said to produce 




half the coffee used in the world. The highlands 
in the southeast produce fine diamonds. About: 
one-third of the people are whites, who think it a 
disgrace to labor. 

Rio Janeiro (ri-o ja-nee'-ro) has a fine harbor. 
Its streets are lined with palms. Goods are car- 
ried on the backs of negro porters. The coffee- 
carriers go in companies, each carrying on his head 
a sack of coffee weighing one hundred and fifty 
pounds. 

Guiana (ge-ah'-na) is the only part of South 
America belonging to the nations of Europe. 
From this country we get black and cayenne 
pepper, cloves, and other tropical products. 

Venezuela (ven-e-zweeMah) includes a large 
part of the plains of the Orinoco, with highlands 
in the northwest and southeast bearing rich grasses. 
We may expect to find its people engaged in cat- 
tle-raising. No hay is needed for winter food, and 
no shelter from winter storms. Ship-loads of hides, 
horns, and tallow, are sent over the sea. Many 
years ago Caracas, the capital, was laid in ruins by 
an earthquake, and twelve thousand people were 
killed. 

The United States of Colombia, Ecuador (ek- 
wa-door'), Peru, and Bolivia, are crossed by the 
broad belt of the Andes. We have learned what 
a wild and wonderful region this is. Most of the 
civilized inhabitants live in high mountain valleys, 
with snowy peaks, and volcanoes always in sight. 
The climate is healthful. The grains and fruits of 
the temperate zone are raised. East of the mount- 
ains we find the plains of the Orinoco, and, farther 
south, the vast forest region on the head-waters 
of the Amazon. 

When discovered by the Spaniards, Bolivia, 
Peru, and Chili (Chil-le), formed a large empire, 
whose people were the most civilized of any in 
South America. They had fine cities, temples for 
the worship of the sun, and aqueducts to supply 
water. A Spaniard, named Pizarro, put their 
emperor to death, and robbed the people. 

The mountains of Bolivia are the highest, and 
the table-lands the broadest, of any on the con- 
tinent. Mount Sorata is the highest peak in the 
western hemisphere. Its top is nearly five miles 
above the sea. The silver mines of Potosi were 
once the richest in the world. 



The long, narrow country, Chili, is in the south 
temperate zone. Its rains come with the north- 
west winds. Here we see the grains of our own 
land. The potato grows wild, and it was first ob- 
tained from this country. Santiago is a large city. 

The Argentine Republic is a land of pampas, 
cattle, and herdsmen. Buenos Ayres (bo'-nus 
a'-riz) is a great cattle port. 4 

Paraguay (pah'-rah-gwa) has a healthy climate. 
It produces corn, cotton, rice, and sugar-cane. 

Uruguay (u'-roo-gwa) is a country of rich pas- 
tures. Its capital, Montevideo (mon-te-ve'-dee-o), 
is another great cattle port. 

Written Exercise. — Animals — Inhabitants — Brazil 
— Guiana — Venezuela — United States of Colombia — 
Ecuador — Peru — Bolivia — Chili — Argentine Republic — 
Paraguay — U ruguay. 

TOPICAL REVIEW OF SOUTH AMERICA. 

Have pupils tell what they can about the climate, 
mountains, rivers, plains, forests, plants, animals, mines, 
people, and countries. 





88 pyx, 


.IoulaH 


u 


jlewseoj co' 
co jE*o' 


( 38 ) 



SIZE — COAST — MOUNTAINS — RIVERS, ETC. 39 


EUROPE. 



the greatest length of land. Is the 
continent larger or smaller than 
North America? 


READING LESSON XXX. 

SIZE - COAST - MOUNTAINS - 
RIVERS - PLANTS- 
ANIMALS. 

W E will now cross the At- 
lantic, and visit Europe, 
the land from which Columbus 
sailed when he discovered the 
New World, the land from which 
our fathers came. Here we shall 
find many civilized nations, 


ISLAND IN THE MEDITERRANEAN. 
GIBRALTER. 


MOUNT VESUVIUS. 
AN ENGLISH PARK. 


Map Studies. — Draw the outline of Europe by card- 
board form, and print names of the natural divisions of 
land and water surrounding it. What can you say of the 
coast? Do you think that there are many good harbors? 
Is the coast more or less regular than that of North 
America? 

Copy the mountain ranges, and print names on your 
map. Are the ranges longer or shorter than those of 
South America? What can you say of the directions of 
the ranges? Of the number? Which part of the conti- 
nent is least mountainous? In which part shall we be 
likely to find the grandest scenery? Why do you think 
so ? 

Copy a few of the longest rivers, and print their names 
on your map. Are there many or few rivers? Is there 
any part of the continent without rivers? Do the waters 
flow in one or many directions? Are there few or many 
slopes? Are there any long, cold slopes? Are there 
many warm slopes? Point them out. 

Copy the boundaries of countries, and print their 
names and the names of capitals. Are there many or 
few countries? Which are the largest countries? Which 
are the smallest? Which are peninsulas? Copy the large 
islands. Are there any countries without sea-coast? 

In what zones is Europe? Point out the warm coun- 
tries. The cold countries. Is Iceland a cold or a warm 
country? Is the Mediterranean a warm or a cold sea? Is 
Europe colder or warmer than South America? 

Find the distance from London to Rome, in a straight 
line. From Rome to St. Petersburg. What is the length 
of the Black Sea? Of England and Scotland? Find 


w T hose history goes back for hun- 
dreds of years, many people 
whose speech we can not understand, and a great 
many interesting things. 

Europe is the fourth in size among the great 
divisions of land, but it has more people than any 
other continent except Asia. Like great hives of 
busy bees, the nations of Europe send out swarms 
of people to all parts of the earth. 

As we look at the map, we notice many seas, 
bays and gulfs. How broken the coast appears ! 
We need not be surprised to learn that there are 
many fine harbors, and that thousands of ships sail 
upon these waters, bearing away what the people 
have to sell, and bringing back what they buy 
from other lands. 

Europe may be divided into two parts, the one 
a mountainous region in the southwest, and the 
other a vast plain in the northeast. We may 
travel from east to 'west, through the center of the 
continent, without crossing a single mountain 
range. 

The Alps are its grandest mountains. Many of 
the peaks are always covered with snow. In 
some of the valleys along the mountain sides are 
vast masses of ice called glaciers (gla'-seer), which 
move slowly down the slopes. Some of these are 
twenty miles long and three miles broad. The 



40 


SIZE 


COAST — MOUNTAINS 



EDDYSTONE LIGHTHOUSE IN A STORM. 


This lighthouse is built on rocks in the English Channel, which 
are daily covered by the tide. So many ships were wrecked upon 
these rocks, that the English government built a lighthouse upon 
them, nearly two hundred years ago. The first lighthouse was 
destroyed in a terrible storm; the second was burned more than a 
hundred years ago; the one which we see in the picture has defied 
the storms since 1759. 

ice melts at the foot of the glaciers, and forms 
clear streams bordered with green grass and sweet 
mountain flowers. Sheep crop the grass, and the 
shepherd’s horn echoes in the mountains. 


RIVERS, ETC. 

Narrow roads wind along the mountain sides 
leading to pretty villages nestled high up among 
the hills. In some of the high valleys are beautiful 
lakes, with orchards and vineyards sloping down 
to their shores. Travelers visit the Alps, to enjoy 
the beautiful scenery; to hunt the wild deer in 
the forests, and the chamois (sham-my) among the 
cliffs and crags, or to climb the icy steeps to the 
highest peaks. Climbing the peaks is very dan- 
gerous. If the foot of the traveler slip, he may 
fall down an awful precipice or into a deep crack 
in the ice. Wonderful railroad tunnels have been 
made through these mountains. The St. Gothard 
tunnel is about nine, and the Mt. Cenis tunnel 
seven and one-half miles long. 

The rivers of Europe are not so large as those 
of America, but they penetrate every part of it, 
and no country is without its pleasant and useful 
streams. The Rhine is celebrated for its castled 
steeps, and for its vineyards. The Danube is 
noted for its commerce. It flows through a mount- 
ain pass called the Iron Gate, and in its waters are 
the Golden Islands. The Volga is the largest 
river. It enters the Caspian Sea through sixty or 
seventy mouths. Great quantities of salmon and 
sturgeon are caught in its waters. 

Europe is the only continent that does not touch 
the torrid zone. The northern part is very cold, 
but much the larger portion has a mild climate. 

Western Europe is warmed by the waters of the Gull' Stream, as 
it is called, which flows across the Atlantic from the Gulf of Mexico. 
England is farther north than the northern boundary of the United 
States, but her winters are not so cold or snowy as those of New 
England. How strange that the warm waters of the torrid zone 
should make the homes iu northern countries cheerful and happy. 

Southern Europe is called the evergreen zone. 
Here grow the orange, the olive, the vine, and 
trees whose leaves are always green. In the mid- 
dle zone, or section, we find wheat and other 
grains, hemp, flax, orchard fruits, and vegetables. 
Beech, oak and chestnut are found in the forests. 

Far to the north, we see the stunted plants of 
the frigid zone. Barley is raised farther north 
than any other grain. 

The wolf, the lynx and the bear are the princi- 
pal savage beasts. The reindeer is found in the 
north. Domestic animals are abundant and the 
finest in the world. The birds are not so beautiful 




THE BRITISH ISLES. 


41 




as those of the other continents, but they are noted 
for the sweetness of their songs. 

Written Exercise. — Many Nations — Size — Harbors 
— Mountains — Rivers — Climate — Plants — Animals. 

Queries . — Why do shepherds need horns? What, sort 
of an animal is a chamois? What is a railroad tunnel ? 
Why is Southern Europe said to be in the “evergreen 
zone ”? 


READING LESSON XXXI. 

THE BRITISH ISLES. 

G REAT BRITAIN, Ireland, and many small 
islands not far away, are called the British 
Isles, and they form what is known as the United 
Kingdom of Great Britain and Ireland. Canada, 
India and Australia are ruled by the English sov- 
ereign, and when we speak of the British Empire 



SCOTCH SHEFIIERDS, WITH BAGPIPE. 


we include these great countries. 



SCENE IN LONDON. 


England, AVales and Scotland form the island of 
Great Britain, which is only a little larger than 


Minnesota. It contains half as many people as 
the United States. England itself is only a part of 
an island. How strange it is that its sovereign 
should rule an empire containing one-sixth of all 
the land, and one-seventh of all the people of the 
globe; that the English flag should float over one- 
half of all the ships that sail upon the sea. 

England does not raise enough bread and meat 
for its own people, but we see well cultivated 
lands, yielding grains, fruits, and vegetables, and 
green pastures, with fine cattle, horses, and sheep. 
The fields are often separated by beautiful hedges, 
which are covered with fragrant blossoms in the 
spring. 

Large tracts are devoted to parks and forests, containing great elms, 
oaks, and other trees, planted hundreds of years ago. Here are deer, 
foxes, and other wild game, which sportsmen delight to hunt. The 
land is owned by a few rich men, many of whom live in castles built 
on their estates by their forefathers. The common people live in 
humble homes, and do not own a foot of the soil they till. 

England is the greatest manufacturing country 
in the world, and most of its people are gathered 
in cities where there are large cotton and woolen 
factories, with thousands of whirling spindles and 
flying shuttles. There are also many factories 
where railroad iron, engines, and all sorts of iron 
goods, are made. 

There are rich mines of iron and coal ; and thou- 
sands toil far down in the earth, where the light of 
day never comes. 



42 


NORWAY, SWEDEN, AND RUSSIA. 



The ships of England carry manufactured goods 
to all parts of the world, and return with the prod- 
ucts of every clime. England buys much of our 
wheat, pork, beef, and cotton. 


Ireland, the Emerald Isle, is so named because 
of its green fields. It has many fair lakes and 
beautiful landscapes. The climate is moist, and 
well adapted to grazing. The finest linen is made 
fromb^he flax, whose pale blue blossoms 
are semi on many a field. 

The land is owned by rich landlords, and 
there are thousands of small tenants. A 
substance called peat is cut from the bogs, 
or marshes, then dried and used for fuel. 
Thousands of Irishmen have found homes 
in America. 

Dublin is a large and fine city. Phoenix 
Park contains two thousand acres, and is 
one of the most beautiful in the world. 


Written Exercise. — British Isles — British 
Empire — People — Farms — Parks — Manufact- 
ures — Mines — Commerce — Cities — Scotland — 
Ireland. 


SCENE IN DUBLIN. 

In this picture we see people riding in strange carriages, called jaunting cars. 
There is also a “ coach-and-four,” with the footmen behind. In the distance is 
Lord Nelson’s Pillar. Who was Lord Nelson ? 


READING LESSON XXXII. 


NORWAY, SWEDEN, AND RUSSIA. 


London is the capital of England, and the largest 
city in the world. It has a population of several 
millions. Its streets are many miles in length, 
and they are thronged with people. The river 
Thames (temz), on which the city is built, is 
crowded with ships. 

Liverpool is the great cotton market of the 
world. Its docks extend five or six miles along 
the river. 

Scotland is noted for its beautiful scenery. The 
Highlands, in the north, are rugged and wild. 
Here are fearful precipices, deep glens, and clear 
lakes filled with fish. Shepherds and their faithful 
dogs watch their flocks on the hillsides. 

The Lowlands are carefullv tilled. Mines of 
iron and coal are found, and there are many manu- 
factories. Oatmeal porridge is the chief food of 
many Scotch lads and lassies. The wild music of 
a wind instrument, called a bagpipe, delights the 
Scotch ear. 

Edinburgh is the capital and chief city. It is 
beautifully built on two ridges of hills, connected 
by bridges, which run over land instead of wapw. 


ORWAY is a mountainous country, broken 
by deep, narrow valleys, with very steep 
sides. It is said to have thirty thousand lakes. 
All along the Atlantic are high, rocky coasts, with 
frightful clefts, narrow bays, and countless islands. 

Wheat, barley, oats and potatoes are raised in 
the valleys of the south, and here, cattle, sheep 
and goats find pasture. Far to the north, nothing 
will grow but a little grass and moss, on which 
the reindeer feeds. Its chief sources of wealth 
are its forests, fisheries, and mines. 

On the mountains are extensive forests of fir 
and pine. Many tall, straight trees are cut and 
floated down the swift streams, and sent to other 
countries to be used as masts for ships. The rivers 
teem with salmon. Oysters, lobsters and herring 
are found along the coast, and thousands of people 
are engaged in fishing. There are mines of copper 
silver, and iron. Schools are common, but the 
teacher often travels from house to house to in- 
struct the children. 

Sweden has lower mountain slopes than Norway, 
and low plains next the Baltic. Nearly one-half 




43 


GERMANY, HOLLAND, BELGIUM, DENMARK. 


of the land is covered with forests, and much wood 
is sent to other parts of Europe. Most of the 
people are engaged in farming, and they have 
grain and potatoes to export. 

Swedish iron and steel are the finest in the 
world. The mines have been worked for a long- 
time, and there are great underground chambers. 
Near the mines the forests have been cut down to 
molt the ores, and many furnaces now burn peat, 
which is found in large quantities. 

In the north of Sweden and Russia is a very cold country, called 
Lapland. The Lapps live mostly on the milk and flesh of the rein- 
deer. Some of them have large herds of these animals, and they 
move from place to place to 
find pasture for them. The 
reindeer is harnessed to a 
sort of sled, and driven rap- 
idly over the snow. It will 
draw its master a hundred 
miles' a day. Its skin is 
made into clothing, and its 
sinews are used for thread. 

Norway and Swe- 
den are united under 
one king. Stock- 
holm is the capital 
and largest city of 
Sweden. Christiania 
is the capital of Nor- 
wav. 

The Russian Em- 
pire includes Siberia 
in Asia, and it covers 
one-sixth of all the 
land in the world. 


and hemp. Large quantities of wheat are raised 
near the Black Sea, and Russia ranks next to the 
United States in its exports of this grain. In the 
southeast are great plains called steppes, which 
furnish pasturage to herds of wild horses. Great 
quantities of tea are imported from China. It is 
brought by dog-trains and caravans of camels 
over plains and mountains, thousands of miles. 

Moscow is a large city in Central Russia. Napoleon, Emperor of 
France, once led a large army here, to conquer the country. The 
Russians set the city on fire, and the French could find no place to 
winter. Before they could get back to their own country most of the 
army died of cold and hunger. 

Odessa is a great 
wheat port on the 
Black Sea. 

Written Exercise. 
— Norway — its surface, 
climate, forests, fisher- 
ies, mines. Sweden — 
its forests, iron mines, 
Lapps. Russia — its 
plains, forests, animals, 
productions, cities. 

Queries. — Are the 
most valuable fish 
found in cold or warm 
countries ? How is 
charcoal burned? For 
what is it used ? Is 
St. Petersburg farther 
north than our home? 
What is meant by 
“gilded domes”? 



It is ruled by a Czar, who lives in the splendid city 
of St. Petersburg, where are many fine churches 
and gilded domes. The Czar’s winter palace 
affords room for 6,000 people. It is the largest 
palace in Europe. 

Russia consists mostly of lowland plains. There 
are many great rivers connected by canals. The 
northern part of the country is mostly covered 
with forests of pines, firs, and other trees, in which 
are many bears, wolves, and fur-bearing animals. 
The rivers and lakes are full of fish, and wild 
fowl abound. Here the people hunt, fish, cut 
wood, burn charcoal, and make tar, pitch, and 
potash. 

In the south are rich lands yielding grain, flax, 


READING LESSON XXXIII. 

GERMANY, HOLLAND, BELGIUM, AND DENMARK. 

T HE German Empire consists of many states, 
of which Prussia is the chief. The king of 
Prussia is called the Emperor of Germany. 

In central and southern Germany there are 
mountains, highlands, and many beautiful valleys. 
Here are large forests, yielding wood for ship- 
builders, charcoal - burners, and wood - carvers. 
Large pastures are also found, with sheep and 
cattle in great numbers. 

The Danube and the Rhine flow through this 
highland region. The Rhine runs through the 
mountains along a narrow gorge, which widens 


44 


GERMANY, HOLLAND, BELGIUM, DENMARK. 


into a fertile valley, with vineyards, orchards, and 
grain fields. Pretty villages and large cities are 
seen along its banks, and here and there ruined 
stone castles crown the dill’s. 

The country toward the north is low and level, 
yielding large quantities of grain, tobacco, and 
flax. Fine woolen goods, lace, glass, leather, 
children’s toys, 
wine and beer 
are made. In 
the sand along 
the Baltic is 
found a beauti- 
ful yellow sub- 
stance, called 
amber. 

Germans are 
very intelligent. 

The law com- 
pels parents to 
send their chil- 
dren to school. 

There are many 
large, wealthv 
cities, with fine 
cathedrals, col- 
leges, and pic- 
ture galleries. 

Berlin, the capital, is as large as New York, and 
its university is one of the best in the world. 

The Netherlands, or Holland, as it is generally 
called, is a country without mountains, forests or 
rocks. It is the home of the Dutch. Large tracts 
of land lie below the level of the sea. The sea 
is fenced out, and the rivers are kept in their chan- 
nels, by dykes of earth and stone, which are some- 
times thirty feet high and seventy feet broad at 
the bottom. Now and then the dykes break, and 
many villages are half buried in water. 

Large ditches, or canals, with high banks, run 
through the country in all directions. In summer 
the canals are covered with boats, and in winter 
with sleighs and skaters. Women skate to mar- 
ket with baskets on their heads, and children skate 
to school. The canals, we see, are the roads of the 
country. 

Windmills, with broad sails, are seen in all direc- 


tions. Some are grinding grain, but most of them 
are pumping water out of the lowlands. The pas- 
tures are excellent; butter and cheese are made in 
great quantities. 

The small farms are cultivated like gardens. 
The Dutch are great cattle-raisers and fishermen. 
The Holstein cows, which we prize so much, are 

brought from 
Holland. The 
dress of the peo- 
ple is strange 
and old-fash- 
ioned. 


Belgium is 
one of the small- 
est kingdoms in 
Europe. Dako- 
ta would make a 
dozen such coun- 
tries, with land 
to spare. No 
other country in 
Europe is so 
thickly settled, 
and so crowded 
with houses. It 
has been called 
“ one great city,’ 1 and its lands are tilled so care- 
fully that it seems like a garden. The farms are 
no larger than our small fields, but every farmer 
has a little patch of wheat or rye, a patch of corn, a 
patch of flax, and a patch of grass. The cows are 
kept in a stable, and the grass is cut for them. 

In the north, the country is low, with many 
canals and windmills. It is protected from the sea 
by ridges of sand, which the winds have raised 
along the coast. The southern part of the country 
is more hilly. 

They have some of the largest iron works in the 
world, and they manufacture the finest carpets and 
lace. Belgium has nine hundred schools, where 

o 7 

lace-making is taught. Some of the finest laces 

o o 

sell for $350 a yard. 

Brussels is the capital, and Brussels lace and 

carpets are known over the whole civilized world. 

A few miles south of Brussels is Waterloo, where 
* , • 

Napole'o-n was defeated in a great battle. 



EHRENBRE IT STEIN, ON THE RHINE, OPPOSITE COBLENTZ. 

This is one of the most noted castles on the Rhine. A stream flows through the narrow 
gorge seen in the foreground. 


FRANCE, SWITZERLAND, AND AUSTRIA 


45 


Denmark is a low, level country. Grain, flax 
and vegetables are cultivated, and there are many 
horses, cattle, and sheep. Many people 
fish for salmon, cod, and herring, which 
abound along the coast. The peasants 
weave linen and woolen cloth for their 
families. They use rude looms, set up 
in their own homes, and the daughter 
rfiust learn to spin and weave. 

Note. — Teachers will continue to require pupils to 
prepare written abstracts of each lesson, without special 
direction from the author. The “points 11 which have 
been given, at the close of each reading lesson, will, 
hereafter, be omitted. If pupils study the lesson before 
coming to the class to read, and if the teacher take pains 
to converse with them, as the reading progresses, there 
will be little difficulty in securing fair abstracts. 


READING LESSON XXXIV. 

FRANCE, SWITZERLAND, AND AUSTRIA. 

RANGE is a republic, and one of 
the great countries of Europe. The people 
are industrious, and economical and are noted for 
their politeness. 

In the north are fields of grain, flax, and sugar 
beets. Middle France has thousands of vineyards. 
In the south are olive and mulberry groves, and 
fig orchards. Great quantities of sugar are made 
from the beet. The French wines are among the 
best in the world. 

The season of giape gathering is a very busy one. Girls and boys, 
women and men, go to the vineyards with their baskets to gather the 
rich clusters of grapes, which are drawn to the press in loads. 

The berries from the olive tree are pressed for 
their oil, or pickled for export. The leaves of the 
mulberry tree furnish food for the silk worm. 
Chestnut trees are common in the forests, and 
many poor children are glad to get roasted chest- 
nuts for food. They have no meat, nor wheat 
bread, nor pies, and yet they are very happy. 

Silk goods are among the chief manufactures. 
The silk factories of Lyons employ one hundred 
thousand persons. 

Paris, the capital, is the finest city in Europe. 
It has shaded streets, parks, gardens, and fountains. 
Its workmen have great skill in making fine things. 
We go to Paris for our fashions in dress. 


Switzerland is a little republic among the 
mountains. Many people go there from all parts 


of the world to see its grand peaks, its charming 
valleys, and beautiful lakes. Pretty villages are 
nestled in the mountain valleys. 

The peasants keep many cows, sheep, and goats, 
and make large quantities of butter and cheese. 
Many of the inhabitants are watchmakers and toy 
carvers. Twenty thousand women work at watch 
making in this country. 

The brave Swiss have always maintained their 
freedom, in spite of the strong nations around them. 

Austria is one of the leading states of Europe. 
The empire is made up of two countries, Austria 
and Hungary. 

Austria has a mild climate. Grapes, and all 
kinds of grain grow well. Flax, tobacco and silk 
are important products. With the exception of 
Switzerland, it is the most mountainous country in 
Europe. It has rich mines of coal, iron, copper, 
and other minerals. Its salt mines are the richest 
in the world. 

In some of the large, underground chambers, formed by removing 
the salt, the miners have made a chapel, with pillars, arches, figures 
of saints, pulpit, and priests, all cut out of rock salt. The miners 
attend service here once a year. 

Vienna, the capital, is nearly as large as the 
city of New York. 



LEANING TOWER OF PISA. 

RUINS IN ATHENS. 


ALPINE SCENE. 




SPAIN, PORTUGAL, 


ITALY, TURKEY, GREECE. 


Queries . — Is politeness of any advantage to the French? 
Do we get watches or toys from Switzerland? Are 
children who live on rich food any happier than the 
peasants of Europe with their chestnuts? Have the Alps 
helped the Swiss to maintain their freedom? In what 
way? 


READING LESSON XXXV. 

SPAIN, PORTUGAL, ITALY, TURKEY, AND GREECE. 

S OUTHERN Europe consists of three great 
peninsulas — Spain and Portugal, Italy, Tur- 
key and Greece. 

•/ 

Spain was a 
very prosperous 
country when, 
in 1492, King 
Ferdinand and 
Queen Isabella 
supplied Co- 
lumbus with 
ships and men 
to sail westward 
over the un- 
known seas. 

The Spaniards 
conquered vast 
countries in the 
New World, 
but they have 
now lost most 
of them. 

On the north 
are the Pyren- 
ees Mountains, 
forming a high, broad wall, with difficult and dan- 
gerous passes. Their steep slopes are covered 
with forests, and the deep, narrow valleys are filled 
with clear, dashing streams. A large portion of 
Spain is elevated table-lands, suited only for pas- 
turage. The merino sheep is raised here. It is 
noted for its fine wool. No other country has so 
many goats. Horses and mules are numerous. 

Tbe lowlands of the south have summer all the 
year. They produce the mulberry, olives, grapes, 
oranges, and figs. In the large forests grows a 
kind of oak whose thick bark yields cork. 


Spain possesses the most valuable mine of quick- 
silver in the world. 

The Spaniards are not generally educated. 
There are many robbers along the mountain roads. 

Madrid, the capital, is situated in the highlands. 
It has the grandest picture-gallery in the world. 

Portugal is a small, weak kingdom. Its plateaus 
and valleys are somewhat like those of Spain. The 
people are lazy, and fond of low amusements. 
The cities swarm with beggars. 

Lisbon, the capital, was once destroyed by an 

earthquake, and 
fifty thousand 
people perished 
in the ruins. 

The Kingdom 
of Italy was the 
country of the 
ancient Ro- 
mans, once the 
most powerful 
people in the 
world. Travel- 
ers visit this 
land to see 
its splendid 
churches, beau- 
tiful pictures, 
fi n e marble 
statues, and 
grand old ruins. 

Italy has a 
delightful cli- 
mate, and clear, 
blue skies. The plains of the river Po, south of the 
Alps, produce large quantities of wheat and rice, 
and they pasture great herds of cows whose milk 
is noted for its richness. The plains, valleys, and 
lower mountain slopes, have large vineyards, and 
groves of mulberry, olive, and fig. Millions of 
bushels of chestnuts are raised, and many are 
ground into flour, which is much used for food. 

The oldest and largest tree in the world, so far as known, is a 
chestnut near the foot of JVIt. Etna, in Sicily, an island just off the 
coast of Italy. This tree is hollow, and big enough to admit of two 
carriages driving abreast through it. The circumference of the main 
trunk is two hundred and twelve feet. 



GENOA, ITALY. 

Who may have stood upon the mountain in the background, gazing upon the beautiful 
bay, and dreaming of a world across the western ocean, four hundred years ago? 


SPAIN, PORTUGAL, ITALY, TURKEY, GREECE 


47 


The finest marble is quarried in the mountains, 
and beautiful buildings and statues are made from 
it. Large quantities are sent abroad. Italy has 
more sulphur than any other country. We go to 
Venice for beads, to Naples for coral- work, and 
to Tuscany for perfumery and hats. 

Rome, the capital, was built hundreds of years 
before Christ. It contains St. Peter’s, the largest 

7 O 

church in the world. Its walls and ceilino's are 
covered with paintings by the most skillful artists. 
The residence of the Pope, called the Vatican, 
contains four thousand rooms. 

Venice is built on a number of small islands. It 
has canals for streets, 
and boats, called gon- 
dolas, for carriages. 

Naples is built on a 
beautiful bay. Mt. 

Vesuvius is within 
sight of the city. 

This is a noted volcano, whose 
flames sometimes burst forth 
and are seen far out at sea. 

An irruption, eighteen hundred 
years ago, buried three cities in 
ashes and lava. 

Turkey is a large 
country, ruled by a 
Sultan, whose empire 
extends into Asia and 
Africa. The land is 
fertile, producing 
wheat and other grains, 
mulberries, grapes, and 
olives. The people of 
one of the provinces 
cultivate large fields of 
roses, from which a delicious perfume, called attar 
of roses, is made. It takes one hundred and forty 
thousand roses to make an ounce of perfume. 

Turkey is far behind other nations in Europe. 
Farming and manufacturing are neglected, and 
there are few railways, or even carriage roads. 
The men and women of Turkey have many odd 
ways. They wear long, flowing dresses, with a 
belt round the waist. The men wear a long: scarf, 
called a turban, wrapped round their heads. 

When the women go out, they wear thick, white veils over their 
faces. They sit on carpets or cushions, instead of chairs. Most of 


the Turks are Mohammedans. They believe in God, whom they 
name Allah, and in a prophet who wrote a book called the Koran. 

Greece is a small country, with a climate like 
that of Italy. Raw silks, honey and currants are 
the principal exports. Ancient Greece had great 
poets, historians, orators, artists, and warriors. It 
is now far behind other countries in Europe. 

Away to the northwest of Europe is the island 
of Iceland, which is noted for its geysers and hot 
springs. Mount Hecla is one of the most wonder- 
ful volcanoes in the world. Lava and ashes from 
this mountain once covered a larcre tract of land. 


The people raise potatoes, cattle, and sheep, and 
collect eider-down. They are quite intelligent. 

Queries. — What are “grand old ruins”? What are 
statues ? What cities were buried ? Have they been 
found? Do countries, like Turkey, that neglect farming 
and manufactures, usually prosper? Why not? 


TOPICAL REVIEW OF EUROPE. 

Write or tell what you can about the following topics * 
Size — Coast — Mountains — Rivers — Climate — Plants 
— Animals — Countries — Occupations — People. 









t> % 0M - s i 






MKfe. 


Vvvf 




'loang 


Lena 








%/,i' v ' 


- Yen i s' 






?%<**' 1 


\ t-o-< 

<Or< 
J _J 1-3 «S 
; uj fcJ ” 


llUHtt 


,, Vvt >S,>-5 




r o 


j 


(48) 


MOUNTAINS — CLIMATE — PLANTS — ANIMALS. 


49 


ASIA. 



Map Studies. 

— Trace the out- 
]ine of Asia, by 
cardboard form, 
and print the 
names of the nat- 
ural divisions of 
land and water 
forming the 
boundaries of the 
continent. Print the names of the great 
peninsulas on your map. Is the coast 
line regular or irregular? 

Copy the mountains named on the 
what are the men ma p. Which portion of Asia is least 

gathering? . 

mountainous? 

Copy the great rivers, and print names. Do the rivers 
seem larger or smaller than those of Europe? Do all the 
rivers flow into the ocean? Are there any countries with 
few or no rivers? Are there any long, cold slopes? 

Copy the boundaries of countries, and print their 
names and the names of their capitals. Name the three 
largest countries. Name the three which you think are 
next in size. Six small countries. Copy the Island Em- 
.pire, and print its name on your map. 

In what zones is Asia? Which zone contains most of 
the land? Do you think Siberia is a warm country? Are 
Arabia and Persia rainy countries? Why do you think 
so? Is British India a very warm country? What kinds 
of plants may we expect to find in southern Asia? In 
northern Asia? 

Is this map drawn on a larger or a smaller scale than 
the map of Europe? Find the greatest length of land. 
What is the length of British India? Of the Chinese Em- 
pire? Of Arabia? Of the Obi River? Of the longest 
river in the Chinese Empire? Of the Ganges? Of the 
Caspian Sea? 


READING LESSON XXXVI. 

MOUNTAINS - CLIMATE - PLANTS - ANIMALS. 

E AST of Europe and Africa lies Asia, the 
largest continent on the globe. It is about 
four times the size of Europe, and contains half 
the people now living on the earth. Here we 
shall find the highest mountains, the lowest val- 
leys, the broadest table-lands, and the most exten- 
sive plains, in the world. 

Many great seas jut into the land, and penin- 
sulas stretch out like arms into the ocean, so that 
there are fine harbors on its coasts. 

The Himalayas are the highest mountains in the 
world. This range is 1,500 miles long, and 100 to 
350 miles broad. It has peaks higher than any 
bird can fly, or balloon can rise. The top of Mt. 
Everest is five and a half miles above the sea. 

The natives call this peak the “Abode of Light.” The sun shines 
upon its crest more than an hour before its beams are seen in the 
valleys below. The high mountains of Mexico are 2,000 feet lower 
than this giant among the mountains. 

If the traveler could stand on its summit, he would see a region 
larger than the United States. On the great ice plateaus about it. 
the roar of the avalanches in the spring-time is like the roar of 
thunder. The shadow of Mt. Everest, as it moves over the plains 
of Thibet, is the natives 1 sun-dial.* 

No mountains are so hard to climb as these. 
There are gorges so deep that it is twilight in 
them all the time. There are frightful precipices, 
gloomy forests, and, higher up, great wastes of ice 
and snow. 

Farther north is a plateau extending hundreds 


4 


* See Youth's Companion, November, 1884. 





50 


SIBERIA 


CHINA. 


and hundreds of miles. In some places this plateau 
is covered with loose, drifting sand, and in others 
with bare rocks. 

The southern part of Asia has a hot climate, 
and produces cotton, silk, rice, colfee, and many 
kinds of fruit. The forests contain cinnamon and 
fragrant gum trees, which fill the air with sweet 
perfume. Here are the tall bamboo, the orange- 
tree, with its beautiful flowers; the fan palm, with 
its huge leaves, each large enough to cover a 
dozen men; and the wonderful banyan tree, whose 
branches take root and form new trunks. 

Farther north is the tea plant, and the mulberry 
tree, on whose leaves the silk- worm feeds. In the 
extreme north, vegetation is similar to that found 
in northern Europe. 

Most of our domestic animals, such as the cow, 
the horse, and the sheep, are natives of Asia, and 
have traveled westward with man. The great 
deserts are crossed by the two-humped camel. 

Far to the north, the hardy reindeer draws his 
master over the snow, and in the south the power- 
ful elephant is a beast of burden. The tiger, the 
rhinoceros with his horn, and many poisonous ser- 
pents, live in the jungles of the south, and here 
the huge crocodile has his home in the swamps 
and rivers. 


READING LESSON XXXVII. 

SIBERIA. 

N the northern part of Asia, is a country called 
Siberia, which is a part of the great Russian 
Empire. It is larger than all Europe. Its rivers 
flow into the Arctic Ocean, and nearly the whole 
country slopes to the north, and can not get the 
full heat of the sun. 

All the northern coast of Siberia is swampy, the 
ground is frozen several feet deep, and in winter 
it is covered with ice and snow. The ocean is 
also frozen for hundreds of miles from the coast. 
We can hardly tell where the land leaves off and 
the sea begins. 

The summer is short and cold, and the ground 
thaws but two or three inches. A thin growth of 
moss then springs up, great herds of wild reindeer 


come here, the polar bear and black fox abound, 
the rivers teem with salmon and sturgeon, and 
thousands of whales and seals haunt the coast. 

During the cool summer, the sun does not set 
for three months. When the winter night comes 
on, there are three months when the sun does not 
rise, and no light is seen but the cold streaks of 
the aurora borealis, and the pale light of the stars. 
Then the reindeer and foxes retreat to the south, 
and the whales seek the open sea. 

The middle belt of Siberia, far back from the 
Arctic Ocean, is a continuous forest of fir, pine, 
larch, and birch, swarming with sables, ermines, 
squirrels, wolves, lynxes, bears, and beavers. Here 
are hunters and trappers. 

Along the southern borders of this great country 
are plains, or steppes, like our prairies, adapted to 
grazing. Pasturing cattle is here the business of 
the people. Grains and fruits are raised in some 
places. 

Three-fourths of the inhabitants of Siberia are 
exiles from Russia, or their descendants. 

Trade is carried on in a strange way. Large 
caravans of camels, miles in length, cross over the 
mountains from China, bringing tea, silk, satin y 
and rhubarb, and returning with metals, furs, and 
cutlery, from Russia. Long trains of sledges, 
drawn by reindeer or dogs, carry these Chinese 
goods away across the Ural Mountains, hundreds 
of miles to the west, to be sold at the great fairs in 
Russia. 

Queries . — Wliat is meant by the aurora borealis ? What 
is meant by an exile? 


READING LESSON XXXVIII. 

CHINA. 

W E will leave Siberia and visit China. On 
the north is the Great Wall, which was 
built more than two hundred years before Christy 
to keep off bands of robbers from the tribes in the 
mountains and on the plateaus. This wall is 1,200 
miles long, twenty-five feet high, and wide enough 
for six horsemen to ride abreast. It took several 
millions of men ten years to build it. 

It is said that, “ every third child born into the 


CHINA 


51 



world, looks into the face of a Chinese mother ; 
every third pair given in marriage, plight their 
troth in a Chinese cup of wine ; every third 
orphan, weeping through the day, and every third 
person who comes to die, is a Chinese.” There 
are so many people that great care has to be taken 
to raise sufficient food. Every hand must be busy. 

The emperor, and other great men of state, go out into the field 
every year to plow a furrow, as an example to the nation. The queen 
raises silk-worms, and spins the glossy threads with her own hands, 
that other women may not feel too proud to labor. 

The hillsides are terraced, 
ered with earth, 
and the bottoms 
of the streams 
are planted with 
roots which can 
be used for food. 

Thousands of 
people live on 
boats for want 
of room on the 
land. Children 
are born on 
these boats, and 
here they grow 
up and have no 
other home. 

China raises 
tea for nearly 

1/ 

the whole world. 

Many of her 
people are em- 
ployed in culti- 
vating the tea 
plant, and in picking and drying its leaves. 
Large quantities of silk are also produced, and 
the mulberry tree is cultivated, to supply the silk- 
worm with food. Rice, cotton, maize and fruits 
are raised. Rice is the chief food of th 3 people. 
The Chinese boy is happy with his dish of boiled 
rice, and whole families have nothing else for din- 
ner, supper or breakfast. 

The Chinese make houses and boats and furni- 
ture from the bamboo. Next to the rice crop, it 
is the most valuable production of the country. 
They invented gunpowder, the mariner’s com- 
pass, paper, clocks, and other useful things. Al- 


most everything which they wear, or use in the 
house or out of doors, is made by hand. There is 
very little machinery. 

There are many schools and many books in 
China, and most of the men can read and write, 
but the women do not have so good a chance. 
The children are taught great respect for their 
parents and grandparents, and other aged people. 
This is one of the u strange things ” which we may 
copy in our country. 

The clothing of the people is made of cotton 
and silk, and their garments are curiously cut. 

The men shave 
their heads, 
leaving a tuft of 
hair to be braid- 
ed, which some- 
times grows so 
1 o n o; that it 
comes half way 
to their knees. 

The women of 
rank hobble 
about on their 
small feet, which 
were bandaged 
in babyhood to 
keep them from 
growing too 
large. People 
dress in white 
for mournino-. 

O 

They ride in car- 
riages carried on 

ZD 

the shoulders of 
servants, and eat with chop- sticks instead of knives 
and forks. 

China has many large cities. Some of them are 
built on rivers that are navigable for hundreds of 

<D 

miles. Pekin, the capital, has more than a million 
inhabitants. It is surrounded by a high, thick 
wall. 

Nankin, on the mighty Yang-tse-kiang, manu- 
factures silk and a cloth called nankeen'. Canton, 
on Pearl River, is a great commercial city, export- 
ing tea, silk, and other products. More than a 
hundred thousand of its people live in boats an- 
chored on the river. 


The rocks are cov- 



FISHING IN CHINA. 



52 


JAPAN AND INDO CHINA 



MANDARIN PROCESSION. 


When a mandarin goes abroad, he is attended by as many servants as he has, or can hire. 
He dresses in silken robes, and sits in a sedan chair with a scarlet covering over his head, and 
is borne along as we see in the picture. Strangely dressed groups go before and behind the 
chair, carrying umbrellas of all forms and colors, banners, flags and pennons, fiery red and 
ragged. Musicians lead the procession, beating and banging on gongs, clattering sticks, and 
tan-ta-ra-ing the drums. 

[Read Seward’s Travels Around the World.'] 


Queries . — Do men build walled cities in these days ? 
Why not ? Do children in China think our ways are 
strange ? Is white a good color for mourning ? 


READING LESSON XXXIX. 

JAPAN AND INDO-CHINA. 

HHHE Empire of Japan consists of four large 
islands, and many smaller ones, and there 
are more people in it than in the British Isles. 
The Japanese belong to the same race as the 
Chinese, but they are very different in many 
respects. 

The harbor of Yokohama, where we shall first 
land, is very large and beautiful. Here are the 
ships of many nations, gay with flags. The land 


rises gradually from the shore, 
and the hills and valleys are 
green. The towering peak of 
Fu-si Ya'-ma, the sacred moun- 
tain of Japan, rises in the back- 
ground. 

The people of Japan were once 
afraid of foreigners; but they 
have now opened their sea-ports 
to trade, and are sending their 
young men to our colleges. 

They have railroads, and steam- 
boats, and newspapers, and books 
full of pretty pictures, and there 
are thousands of schools for the 
children. They are industrious, 
polite, and skillful as traders. 
Many of the houses are built of 
fir and cedar, and thatched with 
bamboo and cane. There are 
temples of worship, where the 
people go in throngs. They 
manufacture silk goods, beauti- 
ful porcelain, paper, and many 
other things. Silk and tea are 
the most valuable productions. 

Many of the hilltops are cov- 
ered with cypresses, yew trees, 
pines, chestnuts, and damphor 
trees. At the foot of the hills 
we often find thick groves of 
bamboo. In the most populous parts of the em- 
pire, not a foot of ground is wasted, every hill is 
terraced, every acre irrigated. No room is left 
for wide roads between the fields. 

Instead of large farms, there are small plats, and each is tilled 
with cotton, flax, wheat, barley, beets, peppers, sweet potatoes, 
turnips, and other vegetables, by a single family, with the same care 
we give to our flower beds. Every head of rice or wheat, or boll of 
cotton that blows down, is bent back and kept in place till ripe, and 
every head is saved in harvest. 

The Japanese think a great deal of their coarse, 
black hair. Barbers are seen in the most public 
places every hour of the day. The hair of the 
men is shorn from the crown, and left long on the 
sides and back, to be drawn upward and tied. 
The women fasten theirs with red and gilt pins. 

Women who are not married must wear a badge 
so that people may know. After marriage they 



BRITISH INDIA 


53 



shave their eyebrows, stain their teeth jet black 
and remove the ornaments from their hair. The 
dead are buried on the hillside, and the graves are 
kept shaded and green. The priests dress in 
white robes of silk. 

Tokio is the largest city. It 
has beautiful gardens, canals, a 
college, and asylums for infants 
and poor people. It is some- 
what larger than the city of New 
York. 

Indo-China is the southeast- 
ern peninsula of Asia. The cli- 
mate is very hot. Rice and su- 
gar-cane are the principal crops. 

Almost every kind of tropical 
plant grows here, such as the 
palm, the bamboo, gutta-percha, 
sandal-wood, which is burned 
as incense in the temples, and 
teal, which is used for ship- 
building. 

The forests swarm with timers, 
serpents, elephants, and the 
ourang-outang (o-rang'-oo-tang). 

The elephant is used in the 
army instead of the horse. The 
white elephant is regarded as 
sacred, and is kept in a palace. 

There are so many people in Bangkok', the largest 
city and capital, that thousands live on bamboo rafts. 


There are many large cities. If we land at 
Calcutta, we shall see Rajas, or princes, in jeweled 
turbans; dusky sepoys in white and red uniforms; 
baboos, or men of wealth, in white cambric; Par- 


The city of Benares 
from all parts of India 


Q ueries. — Why are there no wide roads in Japan ? Why 
do not we save every head of wheat and grain of corn? 
Will people who are “ polite, industrious, and skillful as 
traders.” be likely to prosper? 


READING LESSON XL. 

BRITISH INDIA. 

"T3RITISH INDIA forms a part of the British 
-J— ^ Empire. It is near the equator, and has a 
hot climate. Here we shall find a large country, 
and many people. The English rule the natives. 
They have built long railroads, and dug many 
canals to irrigate or water the lands. u In the 
deserts, water is wealth.” 


TEMPLES AT BENARES, ON THE GANGES. 

contains between three and four hundred temples, where the people 
meet to worship. 

sees, with their tall, pointed hats ; Mohammedans 
on their knees in prayer ; and English officers in 
their gay uniforms. 

If we go to Benares, we shall find more than a 
thousand pagodas, and mosques, with their tall 
spires like our churches. Here the people come 
from all parts of the country to worship and to 
bathe in the waters of the Ganges. Men, women 
and children plunge into the stream, thinking that 
by this act they will be cleansed from sin. As 
they come from the water, they dress in pure 
white robes, and many carry away urns and vases 
filled from the flood of the sacred river. 

The banyan tree is found here, and it sometimes 
has three hundred and fifty trunks. Its branches 
often cover acres of ground. Such a tree would 
easily shelter a whole camp-meeting from the 
hot sun. 





54 


OTHER COUNTRIES OF ASIA. 


As we travel through the country, we see great' 
fields of poppies with their white blossoms, and 
yellow rice fields ready for the sickle. In some 
places are wheat, millet, and other grains. There 
are orchards of bananas, tamarinds, and mangoes, 
fillino; the air with their fragrance. Hedges are 


made of richly flowering cactus. 



A GROUP OF PARSEE CHILDREN. 

The Parsees are worshipers of fire. They are much respected by 
Europeans, on account of their honesty and good morals. 


Goats and cattle feed under cocoanut trees, and 
grow fat on the green herbage. Green parrots, 
red flamingoes, the solemn stork, and the stately 
adjutant-bird, are seen on every hand. 

Native princes dress in robes of kincob, woven 
of the richest silk and finest gold. On state occa- 
sions, they ride on elephants, covered with cloth 
of gold and red, with gilt earrings and necklaces. 
Trains, or caravans, of oxen, asses and camels are 
used to carry goods from place to place. 

The natives make beautiful ornaments of sea 
shells, precious stones, tigers’ claws mounted with 
gold, tigers’ skins, and the feathers of birds. 

In the northern part of India, is a beautiful 
country, called Cashmere. Here are mountains, 
lakes, and clear streams, fields of wheat, corn, and 
barley, and orchards of apples, pears, apricots, and 
cherries. The Valley of Cashmere is surrounded 
by lofty mountains. 


The hair of the Cashmere goat is brought from a country called 
Thibet (tibet). Women spin and dye it. It is then woven in rude 
hand looms, or worked with wooden needles. Three or four men 
sometimes spend a whole year in making a pair of shawls. The 
Cashmere shawl is the finest in the world. 


Queries . — Why is it said that “ Water in the desert is 
wealth”? IIow can a banyan-tree have so many trunks? 
AVliy do people raise large fields of poppies? Why is it 
that the Hindoo or native princes of India have great 
wealth? Who are Parsees? 


READING LESSON XLI. 

OTHER COUNTRIES OF ASIA. 

HT^URKISTAN (toor-kis-tan'), Afghanistan (af- 
J- gan-is-tan'), and Beloochistan (be-loo-chis- 
tahn ; ) contain mountains, desert plains and fertile 
valleys. On the borders of the desert plains are 
grazing lands, where roving and warlike tribes 
pasture horses, cattle, camels, sheep, and goats. 
The deep, dark gorges, or passes, through the 
mountains, are traversed by caravans carrying 
spices, gums, and precious stones, from India to 
Turkey and other western lands. 

Persia lies between the Caspian Sea and the 
Persian Gulf. Much of the country has little rain, 
and is dry and barren, but there are many rich val- 
leys, watered by mountain streams, which produce 
grains, silk, grapes, peaches, and melons. . 

Here are large fields of roses, from which a costly 
perfume is made. Hyacinths, crocuses and prim- 
roses grow wild. Our peach and melon came from 
this land. The Persians make beautiful carpets 
and shawls. 

East of the Red Sea is Arabia. A large por- 
tion of this country is a desert land, with here and 
there a fertile spot called an oasis. The date 
palm grows on the borders of the desert. Its 
fruit is used for food. The southern part of Ara- 
bia is very hot, and there are forests of spice and 
gum trees. Mocha coffee, the best in the world, 
grows here. 

Many of the people live in the desert. They have horses and 
camels. Their horses are swift and handsome, and an Arab is said 
to love his horse as much as his wife. 

Mecca, the birthplace of Mohammed, is regarded 
as a holy city. Thousands of people, from Europe, 


A F R I C A 


M A P STUDIES. 


Africa, and from other countries in Asia, come to 
Mecca every year. They believe that a pilgrimage 
to this city helps to secure the forgiveness of all 
sins. 

There is a large, black stone in one of the mosques which Moham- 
medans think very holy. It has been worn smooth from being 
kissed so much. Mohammed is regarded by many, many people as a 
great prophet, sent by their God, whom they name Allah. 

Turkey in Asia forms a part of the Turkish 
Empire, which is ruled by a Sultan, who lives in 
Constantinople. Deserts are found in many parts, 
but grain, fruits, tobacco and poppies are raised. 
There are many mulberry groves, and much silk 
is produced. 

The Turks shave their heads, and wear turbans 
instead of hats. They eat with their fingers in- 


stead of forks, sit on the floor, smoke long pipes, 
and amuse themselves by telling long tales. They 
arc fond of coffee and opium. They believe in 
the Koran, instead of the Bible. 

Palestine is the most interesting country. Here 
are Jerusalem, Bethlehem, the river Jordan, the 
Sea of Galilee and of Tiberias. Here Christ was 
born, and here he died on the cross. 

Damascus is the oldest city in the world. 

Queries . — -Why do the tribes of the desert rove from 
place to place ? 

TOPICAL REVIEW OF ASIA. 

Write what you can about the size, mountains, rivers, 
seas, climate, plants, animals, and people of Asia. 


AFRICA. 



Gorilla. Rhinoceros. Suez Canal. Elephant. Leopard. Lion. Llama. 

ANIMALS OF AFRICA. 


[See Map on page 56.] 

Map Studies. — Trace the outline of Africa, and print 
names of the natural divisions forming the boundaries of 
the continent. Is the coast more or less regular than the ' 
coast of Europe ? Do you think there are many good 
harbors on the coast ? 


Copy mountain ranges, and print names on the map. 
Are the mountains far from or near to the coast? Which 
is the most mountainous, Africa or Europe? Which has 
the longest ranges, Africa or North America? 

Copy the rivers, and print tlicir names. Are there few 
or many rivers? Are there parts of the continent with- 





Sardinia' 


Sicily 


^ALGIERS /*2 


Can dia 

<wi Cyprus < r2p 7 

Si? .4 


Strait of G ibraltarf!f_-^ 

MAROCCOgj^^ 


Madeira Is, 


Canary 


TROPIC OF CANCER 


/Cape 

Blanco' 


Timbuctoo 


Cap^ VerdC® 

Bathurst \\ 

I w > GAMBIA j 

^ \Tim%^/ 


T' Kobbe 


Jenne 


L.JcJiad 

A 

r Kuka^ -W 


^qon'da 


fKGTJt*' 0 
' ---Berbera 


Yakoba 


■^Ankob; 


Gondokoro 


Albert 

JVyanza 


Victoria t 
Nyanza 


manjarc 

ji 


if Macro 


•^L< aTceVf: 
JYya, ssa sy 

^ Shirwa 

Tete^ < 


QtAMARA 




o, Azores or 
©CcYWestern Is/ 

C* / 

I S 


t#0^° ^ ^ 


OP' 


G* % ^ PernaudoPol.^ /B ^ AFRA 

G0 ^ G GAT-’ OF O UINEA Princes l./'Q 
^ fouator St. Thomas I. s « '-a 


f 


Soco^-gj 


O 


EQUATOR 


St. Thomas I. 

O I 


Annobon I. 


Ascei?sion I. 


St. Helena T. 0 


Hoang 

^ONQO 

. O 

^gola 

St. Pauli ^4 
de Loanda^- 

M 

^ G v)S> 
benguelaVB^ ^ f 


Cape Frio 


> 

TROPIC OF CAPRICORN 


EQUATOR 


Seychelles Is.,^ 


ANZIBAR 

\ufiji R, 

Aldabra Is. 

°C> D 


^ ~ _ ^'D ef 


Comora 


*> /C. St. Mary 


A 


? *C 

Tamatave 

Mauritius l.f? 
A u 
Bourbon I. 


CAPE TOW 


AFRICA 


Cape of G°° 


o 100 


Scale of Miles 
000 


1200 


20 Longitude West 


Longitude East 


from Greenwich 


Russell & StruthersTng’s N York 


( 56 ) 


THE NILE AND THE SAHARA 


K' "" 

5 < 


out rivers? Look at the different maps, and tell which 
continent has the fewest rivers. 

Print the names of the countries on your map, with- 
out drawing the boundaries, unless your teacher shall so 
direct. Which of these countries is drained by the Nile? 

In what zones does Africa lie? Which of the zones 
covers most of the continent? Is it a hot or a cold conti- 
nent? What continent is it most like in respect to heat? 
Is there any large portion of the continent without rain? 
Point it out. Do you think it a wetter or a dryer conti- 
nent than South America? What makes you think so? 
May we expect to find the palm, and other tropical plants, 
in Africa? Have you seen any animals that came from 
Africa? What were they? 

Find the greatest length and width of Africa. The 
length of the river Nile. The length and width of the 
Great Desert. How far from the mouth of the Congo to 
the lake in which it rises? What is the length of the 
island of Madagascar? 


How stranjre it must seem to have a freshet without a drop of raiu 
or even a cloud in the sky. For thousands of years men wondered 
from whence the flood of waters came. 

At last, brave travelers traced the river far back, and found that 
the upper part of its course is through countries where the rain falls 
in torrents during the early summer months. The waters rush down 
the long river, and, at last, reach and overflow the land of Egypt, 
where it never rains. 

Africa is the hottesDof the continents, and large 
portions of it consist of rainless deserts. If we 
travel through Africa, from north to south, we first 
cross a country having a temperate climate, and 
yielding grain, mulberries, grapes, and olives. 

On the Atlas Mountains we find forests of oak 
and beech. The snow lies on their summits in 
winter, and, melting in spring, it forms streams 
and springs, which water the lowlands. 



CROSSING THE DESERT WITH SLAVES AND IVORY. 


READING LESSON XLII. 

THE NILE AND THE SAHARA. 

L ET us cross the Mediterranean 
and visit Africa, the home of 
the negro. It is next in size to Asia, 
and is joined to it by the Isthmus 
of Suez. Its coast line is very dif- 
ferent from that of Europe, and there 
are few good harbors. This has 
prevented trade upon the ocean, 
and is one reason why we know so 
little of its people, and of the coun- 
try itself. 

That part of Africa which lies 
near the coast is generally low, and the interior is 
mostly table-land. The mountains are not so grand 
as those of the other continents. The Nile, Niger, 
Congo, and Zambezi, are its four great rivers. 

The Nile is as long as our own Mississippi. For 
hundreds of miles above its mouth it flows through 

CD 

countries where it never rains, and yet it com- 
mences to rise in the month of June of every year, 
and gets higher and higher for three months. The 
whole valley is then overflowed, and the country is 
like a great lake. When the water goes down, 
the land is covered with rich mud, which has been 
brought on by the river. In this mud the farmer 
sows his grain, and plants his seeds. 


To the south, they water the borders of the 
desert, but are soon dried up in its hot sand. Here 
are fertile spots, with green pastures and groves 
of date palm, whose fruit furnishes food for the 
shepherds who watch their flocks in this region. 

Then comes the desert of Sahara, which is nearly 
as large as the United States. In some parts we 
find only burning sand and barren rocks. No 
blade of grass, nor tree, nor drop of water, is seen 
as we press on, day after day. Other tracts are 
covered with low, stunted herbage, and far, far 
apart are springs, with green grass, and palms, and 
vines. Salt is found in many places. 

The camel is the only beast of burden that can 


58 


PLANTS AND ANIMALS. 


endure the burning sands and the scorching winds 
of the Sahara. He has been called the “ Child of 
the Desert.” 

“This homely old fellow, with broad, thick soles to his feet, 
to protect them in the hot sand; with leathery pads on his thighs, 
on which he rests when he lies down: 


Near the rivers, in this part of Africa, the lands 
are often low and marshy, and white travelers, who 
go there to explore the country, are frequently 
seized with fevers. Southern Africa lias less heat, 
and, far to the south, the climate is temperate. A 


with great cells or cups in his stomach, 
to store up water enough to last for 
days; with flaps in his nostrils, which 
he closes to keep out the blasts of sand; 
with his great hump of fat on his back, 
which is a store of food, and wastes away 
during his long fasts— he is the fellow that 
carries his load of live hundred pounds 
across the pathless wastes. 1 ’* 

Caravans, containing hun- 
dreds of camels, cross the Sa- 
hara on many different routes, 
bearing cotton goods, beads and 
other ornaments, for the negro 
tribes farther south, and return- 
ing with ivory, gold dust and 
ostrich feathers, for the people 
of Europe and America. 



Pandanus. 

Queries . — Why are the travelers 
who reached the head-waters of the 
Nile called “brave”? What are some of the dangers 
African travelers must meet? 


READING LESSON XLIII. 

PLANTS AND ANIMALS. 

ID ART HER south, in central Africa, and in the 
-L coast regions near the equator, there is a wet 
and a dry season every year. This part of the 
continent yields all kinds of tropical products, 
and there are dense forests somewhat like those 
on the Amazon. We find the cocoa palm, with 
its milky fruit ; the palm oil tree, yielding its yel- 
low oil ; and the huge baobab tree, with its wide- 
spreading branches, so broad that a thousand men 
can sit in its welcome shade, and so old that the 
Queen of Sheba might have rested under it when 
on her journey to visit Solomon. 

The baobab blooms in July and August, the blossoms being of a 
rich royal red, and resembling, in size and hue. large red hollyhocks. 
The tree is nearly always hollow, and stores up for itself, during the 
wet season, a supply of water for the rest of the year. The natives 
of Soudan use the trunks for water tanks. 

* Read Winners in Life's Race, by Arabella B. Buckley. 


Baobab. Date Palm. Deleb Palm. Tamarind. Wine Palm. 

Euphorbia. Mesembry anthem. 

STRANGE PLANTS OF AFRICA. 

great plain, called the Kalahari Desert, is barren 
in the dry season, but is clothed with tall grass and 
gay flowers in the wet. 

Africa is the home of many of the largest ani- 
mals in the world. The huge hippopotamus, or 
river horse, basks in the rivers and lakes by day, 
and feeds on coarse, rank grass in the swamps and 
jungles by night. The thick-skinned rhinoceros 
grazes on the plains or plucks the leaves from the 
trees in the jungle. 

The tall giraffe strips off the leaves from the 
tree-tops with his ribbon -like tongue, and the 
spotted hyena crunches the largest bones with 
his strong iaws. Crocodiles abound in the large 
lakes and rivers, and bathing is very dangerous 
on account of these reptiles. 

The lion and the leopard are among the beasts 
of prey. Troops of monkeys are found in the 
forests. The gorilla resembles a huge man ; he 
lives with his mate in the thick, solitary forests of 
western iWrica, feeding on roots, fruits, and leaves. 
He walks on all-fours, but, when he is in his home 
among the tree-tops, his long, strong arms and 
naked palms grasp the boughs and pull his heavy 
body upward, as he climbs hand-over-hand. 


59 


COUNTRIES A 


The African elephant is found south of the 
Sahara. It delights in well- watered regions, where 
there are plains, forests, and lowlands, with rich 
herbage. More than a thousand elephants are 
sometimes seen in a herd. The people of Africa 
do not tame the elephant, or use it as a beast of 
burden; but they kill great numbers for the ivory, 
which they sell, and for the flesh, which they use 
as food. The African elephant has large ears, 
which cover his shoulders. His tusks are some- 
times nine feet in length, and they often weigh 
more than one hundred pounds each. 

“ With his trunk the elephant can pick up a crumb, or root up a 
strong tree; gather a leaf, or tear off a branch; draw up a gallon of 
water to squirt over his body when heated by the sun, or suck a few 
' drops from a puddle when water is scarce. With it he caresses those 
he loves, as gently as a mother* strokes her child with her hand; or 
uses it to dash his enemy to the ground."’ 

On the plains, toward the south, are beautiful 
antelopes, in countless herds, and also the striped 
zebra, and a curious animal called the gnu, or 
horned horse. The ostrich is found in all parts of 
the continent, but it delights in the borders of the 
desert. It is the largest bird in the world, and 
though it can not fly, it can run with the fleetest 
horse. The feathers of the ostrich are brought to 
this country to adorn ladies’ hats. 

The social weaver birds of southern Africa build 
a nest under a common roof. It is suspended from 
the limbs of a tree, and many birds join in making 
it. One row of nests after another is added, until 
hundreds of birds are sheltered, and the nest 
hangs like a huge bell in the tree-tops. It is 
often mistaken for the hut of a native, and is 
large enough to shelter five or six men. 

The driver ants of western Africa are so named 
because they drive every living creature. In 
their march they carry destruction before them, 
and no beast will cross their track. They have 
been known to destroy the agile monkey. When 
they enter a pigsty, they soon kill the imprisoned 
swine. Fowls they destroy in numbers; all the 
chickens of a roost are sometimes killed in a 
single night. Boys, how would you like to keep 
biddies in that country ?* 

Queries . — Which of the chief animals of Africa are 
flesh-eaters? If 3^011 were traveling in Africa, would you 
most fear the animals or the men? 

* Read Homes Without Hands , by Rev. J. G. Wood. 


ND PEOPLE. 


READING LESSON XLIV. 

COUNTRIES AND PEOPLE. 

T HE northern countries of Africa are inhabited 
by people who belong to the Caucasian race. 
Manv of them are descendants of Mohammedan 

4 / 

Arabs, who conquered the country long ago. 
South of the Great Desert nearly all the people 
are negroes, and nearly all are ignorant savages, 
except in Soudan, where there are many half-civ- 
ilized tribes. 

It is said that one of the African tribes lives in 
the tree-tops, and that some eat the prisoners 
taken in war. The Hottentots, who live toward 
the south, are a degraded race. One tribe, called 
Bushmen, have no houses or tents; they sleep 
under bushes, in the cleft of a rock, or in a hole 
in the ground; and eat roots, grasshoppers, and 
worms. 

A few tribes are quite intelligent, living by 
their flocks and by cultivating corn, rice, and 
other plants. The Zulus, of southern Africa, are 
of this class. Some of the rulers of the tribes 
were very kind to Dr. Livingstone and other ex- 
plorers. Large colonies of Dutch and English 
are found in the southern part. 

Egypt is the oldest land whose history we know. 
We read of this country and of its people in the 
Bible. Here are great temples and pyramids, 
which were built thousands of years ago. 

The pyramids are stone buildings, large at the 
bottom and drawn in on all sides till they come to 
a point at the top. One of these is 460 feet high, 
and covers thirteen acres of ground. They are 
amona' the wonders of the world. 

O 

We have learned how the land is watered and 
made rich. The farmers, who cultivate the valley 
of the Nile, raise wheat, barley, corn, rice, and 
cotton. Their houses stand in villages on the 
high grounds, above the floods of the river. In 
the dry season the fields are watered by canals 
which run over the valley in all directions. 

Water is then carried to distant villages in urns 
poised on the heads of women, and in skin bottles 
borne by men. The ox and donkey and camel 
are beasts of burden, and the Arab driver rarely 


60 COUNTRIES 


abuses his dumb beast. There are large flocks of 
sheep and black goats. 



THE SPHINX. 


The Sphinx is a figure having a human head and the body of a 
lion. It is carved partly out of the solid rock of a chain of hills, and 
rises forty feet above them. It is fifty-one feet from the belly to the 
top of the head, and the body is one hundred and ten feet long. It 
was made thousands of years ago. 

The rich and those who hold office wear white 
or red turbans, and dress in black cloth coats and 
white pantaloons. The poor wear heavy turbans, 
and blue cotton blouses; they go with bare feet 
and legs. All carry a camel’s- wool cloak for a 
bed at night. Many of the children wear nothing. 
Women are never seen in company with men on 
the streets. 

The Barbary States, as they are called, are Ma- 
rocco, Algeria, Tunis, and Tripoli. The Atlas 
Mountains divide the country. To the south is the 
land of dates. 

Soudan is a large country lying south of the Sa- 
hara. It has a rich soil, and duhrra (dur-rah), a 
kind of grain, and many fruits come forward quite 
rapidly. Numerous varieties of watermelon grow 
with little or no cultivation. 


AND PEOPLE. 


The melons often furnish all the water used by a family; some of 
these varieties have hard shells, and. after ripening, the inside turns 
to almost pure water. Cisterns of clay are built above ground and 
used for storing water during the dry season. 

Eastern and western Africa have no countries 
of great importance. Some of the tribes of these 
sections have large herds of cattle, and some till 
the soil in a rude way, and show skill in making 
a few thing's. 

Sierra Leone (si-er-rah le-o'-ne) is a British col- 
ony for slaves taken from slave ships. Liberia is 
a republic founded for persons who were once 
slaves in the Lffiited States. Great Britain has 
colonies in South Africa. Cape Town is the chief 
sea-port. Ships trading with India and China call 
here, going and returning. The city is near a flat- 
topped mountain, called Table Mountain. 



A WATER-BEARER ON THE NILE. 


Madagascar is one of the largest islands in the- 
world. It has several millions of people, who have 
been converted to Christianity. The forest region 
near the coast is very unhealthy for Europeans, 
and few have crossed the island. The country is 



AUSTRALI A 


61 



PLANTS, ANIMALS, ETC. 

OCEANIA; 


City of Sydney. 


Emu. Kangaroo. 


Duckbill. 


Sheep Washing. 


READING LESSON XLV. 

AUSTRALIA - PLANTS, ANIMALS, AND PEOPLE. 

A USTRALIA is nearly as large as the United 
States without Alaska. It is the’ largest 
island in the world, and is often called a continent. 
There are few inlets along the coast, and good 
harbors are scarce. The central part of the island 
is a great, barren plain, or low table-land, covered 
with sand and rocks. The principal mountain 
chain is the Australian Alps, or Blue Mountains, 
which are noted for their grandeur and wildness. 

Australia has no great navigable rivers. Many 
of its rivers flow toward the interior, and are lost 
in the desert sands. Along the south coast, no 
permanent stream is found for a distance of 1,500 
miles. 

The northern part has a dry, tropical climate, 
and is subject to winds called monsoons. From 
the barren plains in the interior, come hot winds, 
which fill the air with fine dust, and raise the 
thermometer to one hundred and twenty degrees 
in the shade. 

In the southeast, droughts sometimes prevail so 
* See Map Studies on page G3. 


long that streams are dried up and vegetation is 
killed. When the rainy season comes on, the 
country is often flooded. The eastern part is the 
best watered and most fertile. There are also 
fine lands on the western coast. 

Sheep farming is very profitable on the mount- 
ains and plains. No part of the world produces 
so much wool. 

The plants and animals of Australia are very 
strange. The trees do not form thick forests, but 
are scattered as in a park. Some of them have 
evergreen leaves whose edges turn toward the 
sun, and others grow without any leaves at all. 
Fern trees grow to the height of twenty feet, and 
one kind of gum tree is said to reach a height of 
five hundred feet. Nettles are sometimes as tall 
as our oaks, or forty feet high. 

There are more than forty kinds of animals that 
carry their young in pouches; of these, the kan- 
garoo is the largest. An animal called a duck- 
bill has fur like a beaver, and a bill like a duck. 
The emu is a large bird, resembling the ostrich. 
The lyre bird has a tail shaped like the musical 
instrument called a lyre. The birds of Australia 
are not sweet singers. 

The natives of the countrv have neither houses 


i 




# 


( 62 ) 


Hussell & Strutlieri^i.^. 



THE ISLAND WORLD 


63 


Map Studies. — Copy the outline 
of Australia. Is the coast regular 
or irregular? 

Copy its mountains. Where are 
they located ? 

Copy its chief rivers. 

Copy boundaries of countries, and 
print names. 

In what zones is Australia? Is it 
a warm or a cold country? Which 
part of the island receives the least 
rain? 

Are there many or few islands 
seen on this map? Omitting Aus- 
tralia, write the names of the six 
largest islands. Which of the groups 
of islands has the coolest climate? 
May we expect to find tropical vege- 
tation on most of these islands? If 
we were at New Zealand, which way 
would our shadows fall at noon? 
If w r e were on the island of Borneo, 
which way would our shadows fall 
at noon? Which are the winter 
months in New Zealand ? 


nor tents, but wander about, 

almost naked, in search of food. 

They are brown or black in col- 
«/ 

or, but are neither Africans nor 

Malays. Some tribes eat human 

flesh, and others are kind and 

gentle. They are very expert 

in throwing a weapon called a 

boomerang:. 

© 

The entire island belongs to 


AUSTRALIAN SCENES AND INDUSTRIES. 

Several very profitable lessons may be based on this picture. The entrance to the harbor 
of Sydney is seen above, and just below are street views in Melbourne and Sidney, the chief 
cities. Other portions of the engraving need no explanation. 


England, and several large col- 
onies have been established. It 
has the richest gold mines in 
the world, and extensive mines 
of copper and tin. Sydney and Melbourne are 
large and fine cities, with several lines of steamers 
running to the United States and England. 


READING LESSON XLVI. 


winds are always blowing from the ocean, and 
showers are abundant. The evergreen forests on 
the mountains yield valuable timber. New Zea- 
land flax grows eighteen or twenty feet high, and 
a gum used for making varnish is dug from the 
earth. Mining and stock-raising are the chief 
occupations. 





clATT 


OT’Wu wUilliiliiha 


illH" 


K i t ■ 

R 1 1 3 

Miy 


THE ISLAND WORLD. 

EW ZEALAND is a British colony. The 
soil is very fertile, and the climate is one of 
the most healthful and pleasant in the world. Fresh 


Thousands and thousands of islands dot the 
Pacific Ocean. There are many groups. Most of 
the islands are built up by little creatures called 
coral polyps. 





WONDERS OF THE DEEP. 


64 


Myriads of these polyps live in the warm oceans; they have lime 
in their bodies instead of bodies, and they leave this lime behind 
when they die. They keep growing and dying, year after year, and 
as they live in societies or neighborhoods in the sea, the lime from 
their dead bodies is piled higher and higher, until, after a long time, 
the top of the great coral rock is near the surface of the water. 

The waves then break the coral; sand and sea-weed lodge; birds 
begin to light there, and seeds are brought by the waves. The seeds 
spring up; leaves fall; a rich soil is formed, at last; and we have a 
beautiful island, tit for the home of man. Coral reefs are built in 
the same way. The Barrier Reef extends for a thousand miles along 
the northeast coast of Australia, and the sea waves break on it with 
the voice of thunder. 

One chief of a group of islands, called the Mal- 
dives, is said to rule over twelve thousand coral 
islands. 

The largest islands are near the coast of Asin. 
Java is ruled by the Dutch. It is one of the great 
coffee countries of the world. Rice is the chief 
food of the people, and it is cultivated with great 
care. Every plant is set out by hand, and cut 
with a knife when harvested. 

On some of the mountain slopes we may see 
rice fields all the way up. They are watered by 
springs. At the foot of the mountain the rice is 
ripe; as we ascend, it is in all stages of growth, 
until we get to the top, where it is just set out. 
Planting rice above, and harvesting it below — is 
it not strange ? 

Borneo is noted for its gold and diamonds; Su- 
matra, Celebes, the Phillippines, and Spice Islands, 
for cloves, nutmegs, and spices; New Guinea, for 
pearls. 

The inhabitants of most of these islands are Ma- 


lays and negroes. They are fine swimmers and 
skillful boatmen. The bread-fruit is eaten. 

i 



LIFE IN THE EAST INDIES. 


The bread-fruit grows on a tree which reaches a height of forty or 
fifty feet. It sometimes weighs four pounds or more. The fruit is 
generally cut into three or four slices, and baked in an oven It re- 
sembles wheat bread. The people of these islands sometimes join 
and dig a large pit, in which several hundred bread-fruits are baked 
at once, on heated stones. Is that not a large baking? 

The Sandwich Islands are inhabited by Malays 
who have been converted to Christianity. Cotton, 
sugar and coffee are the chief products. 


THE 

READING LESSON XLVII. 

WONDERS OF THE DEEP. 

W E have learned much about the land, and 
are now ready for a voyage upon the sea, 
whose waters extend from pole to pole, and cover 
th ree-fourths of the earth’s surface. The sea is so 
very, very large that the oldest sailor has seen but 
a small part of it, and no human eye has beheld 


SEA. 

half of its many wonders. The ships of all nations 
sail to and fro upon it, and it has been called the 
“Highway of the World.” 

The water is salt in all parts of the sea, and 
every ship carries a supply of fresh water in casks 
or tanks, to quench the thirst of its passengers and 
crew. How strange it is that seamen who are cast 
away in a small boat, sometimes die of thirst, with 
water all around them ! 

The sea is never at rest. The winds form waves 


HARVESTS OF THE DEEP 


65 


which are seen far out from land, and along every 
coast. Great waves, or swells, called tides, move 
across the ocean, following the moon in its course. 
In some places, like the Bay of Fundy, the tide 
rises sixty or seventy feet. 

There are streams or rivers in the sea, longer, 
broader and deeper than any on the land. We 
have already learned about the Gulf Stream, which 
warms the western coast of Europe. That great 
ocean river, where it leaves the Gull oi Mexico, 
is fifty miles wide, and three thousand feet deep. 

There is a cold river, 
or current, flowing from 
the Arctic Ocean, which 
floats huge masses of 
ice, called icebergs, far 
to the south, across the 
track of our ships en- 
gaged in commerce 
with Europe. The sail- 
or must keep a sharp 
watch, or his ship may 
be dashed against one 
of these floating ice 
mountains. 

A glass of sea- water 
is as clear as crystal, 
but when we look at 
the sea from a distance 
it appears blue, green, 
or some other color. 

Along the coast, and in coral seas, the waters are 
green. In most tropical seas, they are dark blue. 
In parts of the Indian Ocean, they are black. In 
some places the bottom of the sea, and in others 
myriads of plants and tiny creatures, give their 
color to the water. So, parts of the sea are red, 
brown, white, or yellow. Do you think of *any sea 
whose name shows the hue or color of its 
water ? 

If we stand on the deck of a ship, as she plows 
through the waves at night, we may see a strange 
sight. In the wake, or furrow, of the ship, is a 
long belt of light ; the waves are tipped with 
flames; the spray at the bow glistens like stars. 
This light is caused by creatures so small that 
they can not be seen with the naked eye ; they 



shine like the fire-flies, or the glow-worms, on 
land. 

Sea weeds grow in all the oceans. Some of 
them are rooted at the bottom, and other kinds 
float, and bear their seeds on the surface of the 
water. Many sea plants have beautiful forms ; 
some are very small and delicate, and others are 
seven hundred feet in length, with stems like 
cords. Most land plants are green, but the vege- 
tation of the sea is brown, yellow, pink, purple, 
orange, violet, and every other hue. 

There are immense 
tracts in the sea filled 
with floating plants, so 
close together that they 
almost hide the water. 
One of these, in the 
Atlantic, is called the 
Sargasso Sea. The 
plants seem to have 
nothing to hold them in 
that part of the ocean, 
but they remain just 
where they were when 
Columbus sailed there, 
four hundred years ago. 


A STEA3IER CROSSING THE OCEAN. 


Will you ask your teach- 
er to trace the Gulf Stream 
for you ? Ask her to point 
out the track of ships 
sailing to Europe. Write 
the names of all the seas 
which seem to take their names from the color of the 
water. 


READING LESSON XLVIII. 

HARVESTS OP THE DEEP. 

T HE sea is thronged with living creatures. 

The largest animals have their homes in 
its waters, and its tiny inhabitants outnumber the 
sands on the shore. Its coral groves are as beauti- 
ful as our flower gardens ; its finny tribes and its 
shellfish are as wonderful as the animals that live 
on the solid earth. 

The bottom of the sea is much like the surface 
of the land. If the waters were dried up, so that 
we could travel over it, we should see hills, val- 


THE CLOUDS AND THE RAIN. 


06 

leys, vast plains, rocky cliffs, and many high, steep 
mountains. 

In many places, the waters of the ocean are so 
deep that they shut out all light of the sun, moon, 
and stars, so that the bottom is darker than the 
darkest midnight. 

Seaweeds do not grow, nor do fish live in the 
lowest depths of the ocean. Large plants or ani- 
mals are seldom found below the depth of a quar- 
ter of a mile, where the sun’s light fades out. The 
most beautifully painted shells, the pearl oyster, 
and the coral polyp, are found on the clearest bot- 
toms, in the purest water, and not beyond the 
reach of the strong light of the sun. 

The bottom of the sea is not disturbed by the 
waves above, and the tempest’s power is not felt 
in those awful depths. There it is always calm. 


The sea is the home of the whale, which is val- 
ued for its whalebone, oil, and spermaceti ; of the 
seal and sea-lion, which are hunted for their furs ; 
of the walrus, narwhal, and sea-unicorn, whose 
tusks furnish ivory; of the oyster, the herring, the 
mackerel, the shad, the salmon, and the codfish, 
which are used as food all over the world. We go 
to the sea for sponges, corals, amber, pearls, and 
tortoise-shell. 

Thousands and thousands of men are employed 
in gathering the harvests of the deep. Some are 
searching for whales, in the Arctic seas ; some are 


hunting seals, on cold, desolate islands and coasts, 
far to the north or south. 

The Grand Banks of Newfoundland, the Lorm 
Forties of the North Sea, the cool waters off the 
coasts of China and Japan, are white with the sails 
of fishing smacks. In the Indian Ocean, men are 
diving for sponges and pearls, or fishing for red 
coral. On the Bahamas, they are catching the 
huge green turtle for soup. 


READING LESSON XLIX. 

THE CLOUDS AND THE BAIN. 

W ITHOUT the sea, no rain would fall upon 
the earth; no springs would gush from the 
hillsides; no brooks or rivers flow along the'valleys; 

the land would bear neither 
grass, flowers, nor trees; no ani- 
mal could live; the earth itself 
would be a desert, with neither 
clouds nor rainbows in the sky. 

Let us see if we can under- 
stand this. We know that near- 
ly all the rivers flow into the 
sea; why does it not get full 
and run over the land? What 
becomes of the water which the 
rivers pour into it? 

When we place a kettle of 
water over a hot fire, the steam, 
or vapor, soon begins to rise; 
after a time the water has boiled 
away — the kettle is dry- Where 
is the water? The heat caused 
the little drops, or atoms, of 
water to rise in the form of vapor. The atoms of 
water kept going up into the air, all the time, 
until there was not a drop left in the kettle. It is 
now in the air. 

Heat forced the water to leave the kettle and go 
up into the air; it dried up the water, or, as wise 
men say, evaporated it. That is just the way heat 
serves water every time. It does not make a bit 
of difference whether the heat comes from a small 
fire in the stove or from the great fire above, 
called the sun. 

We place water out of doors in a shallow pan; 



THE CLOUDS AND THE RAIN. 


67 


or, the rain falls and forms puddles. The pan and 
the puddle are soon dry. The heat of the sun has 
evaporated the water, and the air holds it. Now, 
the sun shines upon every part of the sea. Its 
heat causes the tiny atoms of water to rise into 
the air, just as they did from the kettle, the pan, 
and the puddle. 

The sea is so large, and the heat of the sun is 
so great, that the water is evaporated, or forced 
up into the air, just as fast as it is poured into the 
oceans by all the rivers in the world. So, we 
know why the sea never runs over, and where its 
waters go. 

The air is always in motion, and the moisture 
which it receives from the sea goes with it over 
the land, wherever it is carried by the winds. In 
the clearest day, the air all about us is filled with 
tiny drops of water, which have come all the way 
from the ocean. We can not see them any more 
than we can see the air itself. 

We placed a tumbler of cold water on the desk. 
In a short time the outside of the tumbler was 
covered with drops like dew. From whence did 
these drops come? They came from the clear air. 
The water cooled the tumbler, and the tumbler 
cooled the air all about it; and thousands of tiny 
drops, which the air held, came together and formed 
the larger drops which we saw so plainly. 

By cooling the air we made it give up its moist- 
ure. We caused a tiny shower to fall on the sur- 
face of the tumbler. Cool air can not hold so 
much water as warm air ; let us remember this, 
and try to find out how the rain is made to fall 
upon the earth. 


We know that the cold is felt, more and more, as 
we go up the sides of mountains. The higher we 
rise above the sea, the cooler the air becomes. 
Now, let us think of the air as passing from the 
sea to the land, carrying with it the moisture it 
has taken from the water. 

As the air, or wind, moves over the land, on its 
long journey across a continent, it rises high above 
the level of the sea, because the land itself slopes 
upward. When the wind comes to hills or mount- 
ains, it rises up their sides, higher and higher to 
their very tops, which are often covered with snow; 
the mountains are great coolers. 

Where is the moisture which the air held when 
it started from the sea? The air was cooled as it 
went on its way over the high land, over the hills, 
over the mountains, because it was made to rise 
into the cold above. 

It had to drop its burden of water. Clouds 
were formed, and showers fell upon the fields, but 
more among the hills and mountains. The water 
flowed down the slopes, or found its way into the 
earth to form springs, which are the beginnings of 
rivers that flow into the sea. 

How strange it is that the waters of the sea are 
made to rise into the air by the sun’s heat; that 
they are carried over the land on the wings of the 
wind; that cold causes them to fall; that the rivers 
take them back to the sea. 

When you are older you will learn more about 
these things. 


Note.— T he teacher should place a tumbler of cold water where 
pupils can see that small drops are formed on its surface. 



MAP OF THE I 





Vo lAT 
gstone 




•ead^gfe 
^8‘ Mi4, 


[° Pierre 


Chambem 




E ii nt* 






Aniqfti 


l m ■*//{< 


Austiu 


San Antoiiio 


10,000 

Square 

Miles. 


if Alaska Aknixsu la. 


rnim-mmsErn 


( 68 ) 


JITED STATES 



West from Greenwich 


| Longitude 


Winnipeg! 


?t. Vincent 


3lontr< 


I? 

f 'Xa Jtasca 
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AVhland 


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on -A. Albert 0 
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Sioux City <5, 


Cliica 


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‘(Nebraska pity KeokUK^j 


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TVest from "Washington 




( 69 ) 


70 


PICTURE LESSON 


MAP STUDIES 




THE UNITED STATES. 



What kind of 
grain are the men 
harvesting? Are 
the machines self-bind- 
ers ? Is cotton gathered 
by machinery? Is there 
any reason why cotton 
should not be cut by 
machinery the same as 
wheat or oats? 


How many ves- 
sels can be seen 
on the left? What 
kind of timber is the 
ma^ chopping? How is 
the heavy iron shaft 
supported while it is 
being heated? Do you 
think a bellows is used 
to blow the fire ? 


Picture Pesson.— Here we see a cotton field, with the pickers busy as they can be. In the distance is the press where the cotton is 
baled, and still farther away is a river steamer waiting to take it to market. 

On the left, is a harvest scene on one of our western prairies. On the right, manufactories send up their clouds of smoke; a ship, rep- 
resenting commerce, lies at the wharf ; and a man, with lusty strokes, is doing what he can in the way of lumbering. In the center, men 
are forging the shaft for an ocean steamer. Above all, is an evergreen plant. What does this mean? 


Map Studies. — Draw the outline of the United States, 
by tracing or by cardboard form, and copy the names 
of countries and great divisions of water forming the 
boundaries. 

Copy the mountain ranges. In what part of the United 
States is each range situated? In what directions do the 
ranges extend? Which portion of the country is most 
mountainous? Is any part without mountains? 

Copy the Mississippi, its largest eastern, and three 
largest western branches. Are there many or few rivers 
in the United States? Which part of the country has the 
largest rivers? Which coast has the least number of 
rivers? Where do most of the rivers rise? Copy the 
largest rivers flowing from the eastern slope of the Ap- 
palachian Mountains. Copy the principal rivers flow- 
ing from the western slope of the Rocky Mountains. 
Which river, with its branches, drains the most land ? 

Are there few or manv states and territories in the 
United States? Write a list of the names of the states 
bordering on the Atlantic. On the Pacific. On the Gulf 
of Mexico. On the Great Lakes. Of states lying on the 


east bank of the Mississippi. West bank. Write the 
names of states and territories crossed by the Rocky 
Mountains. By the Cascade and Sierra Nevada. Of 
states crossed by the Appalachian. Write the names of 
the five largest states. The five smallest. 

Which states have the best advantages for lake com- 
merce ? For river commerce ? For ocean commerce ? 
Do the states on the Atlantic or on the Pacific coast have 
the best advantages for ocean commerce? In what sec- 
tions shall we be most likely to find people engaged in 
mining? In grain raising? In fishing? Which portion 
of the country is most thickly settled? Why is this? 

In what zone is the United States? (See Map of North 
America.) Is any part near the torrid zone? Which are 
the warm states? Point to the cool belt of states. To 
those neither verv hot nor very cold. In which belt is 
our state? 


Note. — The outline of the United States is now drawn, and the 
mountain ranges and a few rivers are copied. 

Have the pupils draw and complete New England on the days 
when that section is the subject of the reading lessons; then take the 




NAME AND HISTORY — CLIMATE, SURFACE, ETC. 


71 


Middle States, and so on, until all the sections are drawn. If done 
in this way, the map work will not become burdensome. The 
boundaries of states, the largest rivers, the mountains, etc., should 
he copied, and the names printed on the map. Capitals and chief 
cities should be located. 

Map questions on the several sections are not appended. Teach- 
ers should ask such questions as they deem proper. 

Blackboard sketching should be encouraged. Have pupils draw a 
■coast line, say from Cape Hatteras to Cape Sable, and then build on 
North Carolina, South Carolina, and Florida; or, sketch the Ohio, 
and the states on both sides; the Mississippi; the Gulf Coast, etc. 
This is one of the most profitable exercises that can be introduced. 


READING LESSON L. 

NAME AND HISTORY. 

O UR country is called the United States, be- 
cause it is made up of many states united 
under one government. As it forms a part of 
North America, it is often spoken of as the United 
States of America. 

For a long* time after Columbus discovered the 
New World there were no settlements, or colonies, 
in what is now the United States. In 1607, the 
English settled at Jamestown, in Virginia ; and in 
1620, the Pilgrim fathers made a home at Ply- 
mouth, Massachusetts. Other settlements were 
made, until, at last, there were thirteen colonies, 
all under the English King. 

These colonies were not pleased with English 
rule, and, in 1776, they declared themselves inde- 
pendent. Then followed a war of seven years, 
called the Revolution, which freed the colonies 
from the mother country, as England was called. 

The people then formed a new government, and 
made laws to suit themselves. We are living un- 
der the government which they formed, and it is a 
little more than a hundred years old. 

The first settlements were made near the Atlan- 
tic coast. Many people have come from all parts 
of the world to find homes in our land, and the 
people of the older states have joined with them 
in settling this great country. 

They have gone farther and farther toward the 
setting sun, cutting dovn forests, plowing up 
prairies, making farms, building houses, cities, and 
railways, crossing rivers and mountains, until they 
have reached the Pacific Ocean, and we now have 
fifty millions of people, thirty-eight states, and ten 
territories, which we will study in five groups or 
sections. 


Washington, the capital of the United States, 
has been the seat of government since the year 
1800. It is built on the east bank of the Potomac 
River, on a tract of land called the District of 
Columbia. The site of the city was chosen by 
President Washington, who, with Jefferson, pre- 
pared its plan. 

It is a city of broad streets, of grand avenues, 
and of numerous and beautiful parks and public 
gardens. It has many fine buildings : among 

these are the Capitol, where Congress meets to 
make the laws ; the Treasury Department ; the 
White House, where the President resides ; and 
the Patent Office. 

The Washington Monument is a shaft 70 feet 
scpiare at the base, and 555 feet high, erected by 
the people of the country to its greatest citizen. 


THE NEW ENGLAND STATES. 

READING LESSON LI. 

CLIMATE, SURFACE, ETC. 

T HE six New England States are Maine, New 
Hampshire, Vermont, Massachusetts, Con- 
necticut, and Rhode Island. Taken together, 
they are not so large as Kansas ; but they have 
many more people, and they form a very impor- 
tant group of states. 

The winter climate of New England is very 
cold, and there is much snow in the northern part. 
The lakes and streams freeze to a depth of two or 
three feet, and large quantities of ice are cut and 
stored in buildings called ice-houses. WTien sum- 
mer comes, shiploads of ice are sent to southern 
cities, and to other parts of the world. 

During the winter season, thousands of men are 
busy in the great forests of northern Maine and 
New Hampshire. Pine, hemlock, and other trees, 
are cut and drawn to places near the waters’ 
edge. When the spring freshets come, rafts are 
floated down the streams to the towns near the 
coast. Much lumber is used for ship-building, 
along; the coast of Maine. 

There are no prairies in this section. Most of 
New England is hilly, and some portions of it are 
mountainous. The Green Mountains of Massa- 


72 


INDUSTRIES, ETC. 



dairying is one of the chief occu- 
pations. Tons and tons of golden 
butter are sent from the farms to 
Boston and other lar^e cities. Ver- 
mont is noted for its sheep, horses, 
and cattle. 

But the hills of New England 
produce something besides grain 

• and live stock. The granite of 
New Hampshire, the marble and 

slate of Vermont, and the 

* sandstone of Connecticut,* 
must not be forgotten while, 
we use slates in school or 
whetstones on the farm. 


Queries . — Why called New Eng- 
land? Do you think your slate 
came from a New England quarry? 


This picture gives us a good idea of New England life, as it is and was. In the lower 
left hand corner is a company of Puritans on their way to church. The pines in the fore- 
ground seem to say, “ Keep their memory green.” 

Above is a maple grove, where sugar is being made. 

In the foreground, on the right, are sheep and cattle. Beyond, at the foot of the hill, is a 
tunnel, through which the train will pass on its way to the city. On the hill is a school- 
house, where the children are taught. Farther away we see factories, a vessel, the spire of 
a church, and the dome of some public building. Mountains rise in the background. 


READING LESSON LII. 


INDUSTRIES, ETC. 


chusetts and Vermont are not very high, and they 
are crowned with forests, or clothed with orreen 
pastures. The White Mountains of New Hamp- 
shire are noted for grand scenery. One of the 
highest peaks is Mount Washington. Thousands 
of people visit this region during the heat of sum- 
mer. They come in swarms from crowded cities. 

The farms of this section are divided into small 
fields which are often fenced with stone walls. A 


T HE Connecticut, the Mer- 
rimac, the Kennebec, and 
the Penobscot, are the most 
noted rivers of New England. There are many 
rapid streams, on whose banks stand manufactur- 
ing cities and pleasant factory villages. Manufac- 
turing is the chief business of the people. The 
Merrim ac is said to drive more machinery than 
any other river in the world. 

Along the streams are cotton and woolen facto- 
ries, with thousands of looms and machine shops, 
with hammers, forges and lathes. Massachusetts, 


ten-acre lot seems verv large to a New England 

c/ O O 

lad. In many places we may see stone heaps, 
which have been piled here and there, to get the 
stones out of the way of the plow or scythe. How 
can anything grow on these cold, rocky hills? 

The New England farmer works very hard, and 
he tills the soil so well that he gets quite good 
crops of corn, rye, oats, vegetables, and fruits, but 
he can not supply food for all the people. They 
must depend on the grain fields of the West for 
the most of their wheat bread. 

The soil is much better for grass than grain, and 


Connecticut and Rhode Island take the lead in 
manufacturing. Besides cotton and woolen goods, 
the thrifty sons and daughters of New England 
make boots and shoes, furniture, fire-arms, steam 
engines, clocks, and watches, and almost every- 
thing else of which we can think. 

A cotton factory is an interesting place to visit. The cotton comes 
to the factory in large bunches, or bales. In the spinning room, it 
goes through the spinning-jenny, and is made into threads. In the 
weaving room, there are long rows of looms in which the cloth is 
woven. The spindles turn, the looms move, the shuttles flyback 
and forth to form the web, without a hand to touch them, when once 
set in motion. When a thread breaks, the machinery stops of itself 
until it is mended. 


CLIMATE, PRODUCTIONS, ETC. 


73 


Girls go from all parts of New England to work 
in the great factories. We may sometimes see a 
thousand in one mill. Men and children are also 
employed. Standing near a large factory at noon, 
we may see hundreds of o-irls swarming* out to 
dinner. 

The manufacturers of New England have to 
buy cotton, wool, hides, and many other things. 
They must sell what they make, to pay for what 
they buy; this gives rise to commerce. Ships and 
cars are loaded with goods and sent off to be sold; 
they return with flour from the West, cotton from 
the South, and hides from South America. 

As New England borders on the sea, and has 
many good harbors, we 
need not think it strange 
that her hardy sons should 
seek their fortunes on the 
water. They go out on the 
coasters which ply from 
port to port, on the steam- 
ers, and merchantmen to for- 
eign lands, on whalers to 
arctic seas, and on fishing 
smacks to the Banks of 
Newfoundland. 

Boston is the largest city, 
and the great commercial 
center of New England. 

The people are highly edu- 
cated, and there are many 
newspapers, publishing 
houses, fine libraries, and 
public schools. 

Lowell is on the Merri- 
mac. Every year its facto- 
ries make cotton cloth enough to reach three times 
round the world. 

Fall River is famed for its prints, or printed 
cloths, and it runs more spindles than any other 
city in the United States. 

Lynn is noted for its manufacture of ladies’ 
boots and shoes. Nearly all the work is done by 
machinery, managed by thousands of hands. 


Queries. — Why do manufactories stand on rapid 
streams? What do we mean by saying that people are 


“highly educated”? How many yards of cloth would 
it take to reach three times round the world? 


THE MIDDLE ATLANTIC STATES. 

READING LESSON LIII. 

CLIMATE, PRODUCTIONS, ETC. 

T HE Middle Atlantic States are New York, 
Pennsylvania, New Jersey, Delaware, Mary- 
land, Virginia, and West Virginia. 

In the northern part of this group of states the 
climate is like that of New England. As we go 


south it becomes milder, and snow is seldom seen 
in the southern part of Virginia. 

Grain, hay, vegetables and orchard fruits are 
grown in all parts. Pennsylvania and New York 
are noted for their cattle and sheep; Maryland 
and Virginia, for their tobacco. 

Along: the Atlantic Ocean, the land is level. 
Some distance from the sea shore, we find hills, 
and farther back are mountains. 

If we travel over New Jersey, Delaware, east- 
ern Maryland, and southeastern Virginia, we shall 



MINING. 

What are the men seen in the picture doing? Do you think they are at work in a coal or in an 
iron mine? Why do you think so? How are they able to move about in the dark of tae mine? 
What is being done in the buildings? What do you think the cars are loaded with? What is used 
to melt iron? Can you see the entrance to a mine? 



74 


INDUSTRIES, COMMERCE, ETC 


see hundreds and hundreds of acres of garden 
vegetables, strawberries, raspberries, melons, cu- 
cumbers, and squashes, besides immense orchards 
of peaches and other fruits. New York, Phila- 
delphia, Baltimore and Washington are supplied 
from these gardens and orchards. 

Large quantities of fruit are canned and shipped 
to the west and north. Trains of cars and steam- 
ers run every day in strawberry time and peach 
time, carrying nothing but these fruits. From all 
this we may see that market gardening and fruit 
raising receive great attention. 

O O 



OYSTER-FISHING ON THE CHESAPEAKE. 


In the shoal waters along the coast, and in 
Chesapeake Bay, oysters are found in great abun- 
dance. Millions of bushels are canned. Balti- 
more oysters are among the best in the world. 

*j CD 

Let us leave this coast belt and pass to the 
mountain region. The Appalachian Mountains 
have many ranges running in the same direction; 
the whole forming a belt from fiftv to two hundred 
miles in width. 

From the Adirondacks, in New York, through 
Pennsylvania and the Virginias, this region is 
noted for its wild and beautiful scenery. There 
are many silvery cascades, tumbling over ledges, 
and, iii Virginia, many caves, and several natural 
rock bridges which span streams whose waters 
rush along their beds hundreds of feet below. 

The Potomac at Harper’s Ferry, the Delaware 


at Delaware Gap, the Hudson at West Point, and 
other great rivers, have cut their way through the 
mountain ridges, forming huge gaps, or openings, 
in the rocks. 

The mountains contain immense beds of coal 
and iron. Pennsylvania and West Virginia are 
great coal and iron states. Here, as we may guess, 
mining is the chief business. 

The passage ways in some of the coal mines are miles in length. 
Thousands of people work underground, all their lives. Near the 
openings to the mines we often see many rude dwellings, where the 
families of the miners have their homes. 

The iron, as it comes from the earth, is melted in tall furnaces, 
and it is then drawn off into channels made in the sand, where it 
cools in bars about two feet iong. These bars are called pig-iron. 

The iron and coal would be of little value 
without some means of getting them out of the 
mountains. The iron horse has found his way 
here, and we may listen to his hard breathing as 
he draws his loaded wagons along 1 the roads lead- 
ing to the great cities, east and west, where man- 
ufacturing is carried on by machinery. 

Queries . — Do we get canned fruit or oysters from the 
Middle Atlantic States ? Would you like to work in the 
mines ? Do you think the people of these states plant 
oysters ? Where and how ? What is the “ iron horse”? 


READING LESSON LIV. 

INDUSTRIES, COMMERCE, ETC. 

W E must not forget the oil wells in western 
Pennsylvania and West Virginia. 

Kerosene is made from petroleum, or rock oil, which is found in 
the earth. Wells are bored, and when the oil is first struck, it some- 
times spouts up twenty or thirty feet high. The oil is pumped into 
great tanks, and sent off to be refined, or fitted for use. It is then 
shipped to all parts of the world, to light the cottages of the poor and 
the mansions of the rich. 

Pennsylvania furnishes more oil than any other 
state. 

The salt wells of Syracuse, in New York, and 
the Kanawha wells, in West Virginia, supply much 
of the salt used in the United States. 

Brine is pumped from the earth, and boiled in large iron kettles, 
or, it is put into wooden tanks, and left to dry up by the heat of the 
sun. When the water has evaporated, the salt remains behind. 

We can mention but few of the cities of this 
section. New York is the largest and richest city 
in America. In its harbor may r be seen ships from 


INDUSTRIES, COMMERCE, ETC. 


75 



all parts of the world, bringing' the products of 
other lands, and carrying away grain, flour, and 
other products of the United States. 

Let us walk along the wharves. AVhat piles 
and piles of goods ! Here are tea-chests from 
China and Japan, bags of coffee and bales of hides 
from South America, casks of wine and boxes of 
raisins from France, cases of oranges from the 
West Indies, hogsheads of sugar from New Or- 
leans, and bales of cotton from Mobile. 

Here, too, are ship- loads of emi- 
grants, just arrived from Ireland, 

Germany, and Nor- way, and many 

steamers A S|i\ loaded 

with passen- ^ ers ^ or 

all parts of B II Europe. 


of which there are more than ten thousand. It 
has a large number of fine public buildings, and 
many parks. The city extends for twenty-three 
miles along the Delaware River, which is here a 
mile wide, and navigable for ocean-going ships. 
It has few tenement houses, and the largest num- 
ber of comfortable homes of any city in theLTiion. 
It has been called the “City of Homes. 1 ’ 

In 1776, the Declaration of Independence was 
signed in the old State House, which is still stand- 
ing. The good Quaker, William Penn, founded 
the city and gave it its name, Philadelphia, which 
means the u City of Brotherly Love.” 

Baltimore, the leading city of Maryland, has 
large rolling-mills, sugar refineries, and tanneries. 
It deals in tobacco, canned fruits, and oysters. 


THE BROOKLYN BRIDGE. 

This wonderful bridge is more than a mile in length, and its central span, which crosses the river, is somewhat more than 
a quarter of a mile. It is so high that the largest ships can pass under it. 

How many kinds of boats can you see ? 


There are great ships freighted with flour, others 
with wheat, or with cotton, setting sail for Liver- 
pool. 

Central Park, with its beautiful walks, drives, 
trees, shrubbery, ponds, bridges, and other attrac- 
tions, is a favorite resort of the citizens. 

Brooklyn is on Long Island. It is separated 
from New York by East River. A grand suspen- 
sion bridge connects the two cities. Wheat is 
brought to Brooklyn in barges from the Erie 
Canal, and on cars, to be stored in elevators, and 
put into ships that cross the ocean. 

Philadelphia is next to New York in size, and 
it stands first in the number of its manufactories, 


Most of the imports and exports of the United 
States pass through New York, Philadelphia and 
Baltimore. 

Buffalo, on Lake Erie, is noted for its exten- 
sive lake trade. It receives much of the grain 
shipped along the Great Lakes, and sends it east 
on the Erie Canal, and on the different lines of 
railroad. 

Pittsburg manufactures iron goods, glass and 
other articles. 


Queries . — Why is kerosene called rock oil? Do we get 
salt from Syracuse? From what country did William 
Penn come? 




70 CLIMATE AND PRODUCTIONS. 



THE SOUTHERN STATES. 

READING LESSON LV. 

CLIMATE AND PRODUCTIONS. 

^T^HIS section consists of North Carolina, South 
Carolina, Georgia, Florida, Alabama, Missis- 
sippi, Tennessee, Arkansas, Louisiana, Texas, and 
the Indian Territory. 

The climate is warm. The winters in the north- 
ern part are very mild, and farther south they are 
no colder than the early fall in some of the north- 
ern states. In Florida, flowers are seen all the year. 

Farming, or planting, as it is called, is the chief 
occupation. The land is divided into large tracts, 
or plantations, and the planter, or owner, employs 
many laborers, who live in humble cottages near 
his residence. Sometimes there are several hun- 
dred of these laborers on one plantation, and the 
planters' houses are often miles apart. 

Many of the laboring people of the South are blacks, who were 
once held as slaves. They were made free by the Great Rebellion, 
or war between the North and the South. 

Corn, wheat and tobacco are raised, especially 
in the northern part, but cotton, sugar and rice 
are the most important crops. All the states 
grow cotton in considerable quantities, but Ala- j 
bama, Mississippi and Texas take the lead. The 
Sea Islands, of South Carolina, produce the finest 
quality. 


pods, cailerl bolls. The seeds are inside the boll, and the cotton is 
wrapped all about them. When they are ripe, the bolls burst, and 
the fields are white. 

Now come the pickers, with their bags and baskets, and the cot- 
ton is gathered, and carried to a machine called a cotton-gin, which 
separates the seeds. The cotton is then put into a press, and packed 
into great bales and sent to market. 

Some of it is shipped to England, some to New England, some to 
the Middle Atlantic States, in fact, to all the mills of the land. So 
we see how the people of one part of our country help the people of 
another. 

Louisiana, Georgia and South Carolina are the 
chief rice-growing states. 

The rice plant resembles wheat, but its beards 
are very long and harsh. The low land rice re- 
quires a great deal of water, and it is generally 
sown along the sea-coast where the tides overflow, 
or on the borders of rivers like the lower Missis- 



dykes. After the rice is sown, the water is let on 
to the fields through gateways in the dykes. 


When the rice is up, the gates are closed until 
the stalks begin to joint, when the water is again 
let on, until the crop is ripe. Care must be taken 
to give a fresh supply of water as often as every 
other night. 

To cultivate the crop, men wade over the fields 
and pull out the weeds and grass which the water 
has not killed. The drv land rice is sown in the 

J 

same manner as barley or oats, and needs no more 
water than these grains. 

Queries . — Wliat is the meaning of the word Florida ? 
Why is one of the territories called the Indian Territory? 
Which is the most useful plant grown in the Southern 
States? What is meant by Sea Islands? 


Every child has seen batting, and knows how cotton looks before 
it is spun. It grows on a plant, and the cotton is in large, roundish 



PRODUCTIONS AND OCCUPATIONS. 


77 


i 


READING LESSON LVI. 

PRODUCTIONS AND OCCUPATIONS. 

F we travel in Louisiana, which is the great 
sugar state, we shall see hundreds of sugar 
plantations. 

Sugar-cane requires a very warm climate. It 
grows somewhat like corn, but it is not planted in 
the same way. In September or October, pieces 
of cane, fifteen or twenty inches long, are cut from 
the stalk and plant- 
ed in the ground. 

These send up a 
sprout from each 
joint, which grows 
from ten to twenty 
feet high. The cane 
is ripe for the mill 
in the beginning of 
the second year. 

After the s*alks are cut, 
the roots send up new 
shoots, which furnish an- 
other crop, and so a single 
planting sometimes lasts 
for fifteen or twenty years. 

At the proper season the 
cane is cut and drawn to a 
mill, where it is crushed be- 
tween great iron rollers, 

and the sweet juice squeezed out. The juice is boiled in large pans, 
or kettles, until syrup, or sugar, is formed. 

Along the coast, from Mississippi to Virginia, are 
forests of pine. They extend many miles back 
from the shore, and much of the land in this belt 
is sandy, or low and swampy. 

These pine woods yield large quantities of tar, 
pitch, turpentine, and resin, which are chiefly used 
in ship-building, and they are sent wherever ships 
are made. Tar is obtained by burning pine wood 
in closely covered heaps, called kilns. 

The Cumberland Mountains, the Blue Ridge, 
and the Alleghanies, extend into the southern 
states. In this region, we find marble, iron, and 
coal. There are many rapid streams, and this is 
the most broken or hilly portion of the South. 

Florida is noted for its fine winter climate. From 
fall to spring the hotels are crowded with health- 
seekers from the North. Orano-e orchards take 
fhe place of apple orchards. 


& 



SUGAR REFINERY. 


The orange tree is the longest-lived fruit tree known. It is said 
to have reached the age of three hundred years, and to have borne 
fruit for more than a century. £vo other fruit tree will grow and 
produce fruit so well under rough treatment. It commences to bear 
the third or fourth year after budding, and by the fifth year it will 
produce an abundant crop. An old tree will sometimes bear thou- 
sands of oranges. 

If we should travel along the swampy shores, 
in Florida, we would see gay-colored flowers and 
mosses hanging in long festoons from the trees. 

Texas is the pasture state of this group. The 
ofreat stock farms are called ranches. Millions of 

cattle, horses and 
sheep are herded on 
the plains. 

The South is not 
a great manufactur- 
ing country, but her 
people are doing 
more and more of 
this kind of work. 
Atlanta, in Georgia, 
-seems to be taking 
the lead. It has ex- 
tensive iron works 
and cotton mills. 

New Orleans is 
the largest city. 
It is built on the 
Mississippi River, one hundred and fifteen miles 
from its mouth. It lies wholly below the high- 
water level of the river, and the flood is kept 
out by banks, called levees. Where the houses 
are built, the land is so low that large ditches are 
cut to hold the water, and strong steam pumps are 
used to force it into a lake near the city. 

The wharves extend for miles along the river, 
and here we see steamships from Baltimore, Phila- 
delphia, New York, Boston, and Liverpool. They 
come for cotton, sugar, rice, and other products, 
and bring all sorts of manufactured goods, needed 
by planters and other citizens. 

Here, too, are hundreds of boats which ply on 
the Mississippi, and its branches above. Thou- 
sands of negroes are loading and unloading all 
kinds of merchandise. What a busy scene ! 

Queries . — Would you like to live in a sugar-growing 
state? Of what use are tar and pitch in ship building? 
Why are so many negro laborers employed in the South ? 


COTTON FLANT. 


78 


GROWTH, CLIMATE, ETC. 



y fpgjg 
! 3l B| 




THE CENTRAL STATES. 

READING LESSON LVII. 

GROWTH. CLIMATE, ETC. 

rp HE group of states we are now to study con- 
sists of Michigan, Ohio, Indiana, Kentucky, 
Illinois, Wisconsin, Minnesota, Iowa, Missouri, 
Kansas, and Nebraska, with the territory of Da- 
kota. 

One hundred years ago the Indians fished in the 
lakes and streams, hunted the timid deer in the 
forests, and the bison on the 
prairies, of this great section. 

Then there were only a few 
missionaries, or a handful of 
fur traders, where some of 
the great cities now are ; and 
there was not a road, a farm- 
house, or an acre of corn or 
wheat, from Ohio to Dakota. 

Now, as every child knows, 
there are thousands and 
thousands of happy homes, 
which were built by people 
from the older states, and 
from all parts of Europe. 

On lands set apart for their 
use, a few Indians still re- 
main ; but most of them 
have been crowded farther 
and farther west, or have 


gone to the “Happy Hunt- 
ing Grounds ’ 1 beyond the 
grave. 

Some of the Central 
States lie well to the north, 
and the winters are cold. 
Others are farther south r 
and here the climate is 
mild in the winter months,, 
and the summers are warm 
and long. 

The land is mostly level, 
and much of it is prairie. 
The Cumberland Moun- 
tains, in the eastern part 
of Kentucky, and the Ozark Mountains, in south- 
ern Missouri, are the only ranges, and these are 
not very high. 

In one county in Kentucky there are not less than five hundred 
caves. One of these is so large that it is called Mammoth Cave. We 
may travel in it for miles and miles. There are many large rooms, 
where the limestone has beautiful shapes that glisten like diamonds, 
when the torchlight of the visitor shines upon them. It is like the 
palace of fairies. In this cave are several rivers, and a lake, the home* 
of fish that have no eyes. 

In the northern part of Michigan, of Wisconsin* 
and of Minnesota, are forests of pine. This gives 
rise to lumbering. Great numbers of logs are cut 




... . i ' 5 ‘: 

[i jjjf: ffrd 









... p . ; 7 ^; - Slp|j| 

*>’ •• •' ■>* i ji? V" JV 

•••■ I t .1 „•=» iW .i.-.-: 


PLOWING A DAKOTA WHEAT FIELD. 



PRODUCTIONS 


79 


in the winter, und float- 
ed in the spring down 
the streams to the Mis- 
sissippi, or the Great 
Lakes, to be sawed and 
shipped all over the 
prairies. The most ex- 
tensive saw-mills are found at Minneapolis. 

Farming is the chief occupation of the Central 
States, and the prairies are the great agricultural 
section of our country. 



When the New England States were settled, the hind had to be 
cleared of trees and roots, and sometimes of stones, before it conld 
be plowed. Only a little land conld be cleared each year, and the 
farmer grew old faster than his fields grew in size. 

He sowed his grain by hand, cut it with a crooked blade called a 
sickle, bound it by hand, and threshed it with two sticks tied together, 
called a flail. 

How different this is from prairie farming, as we now see it. No 
wonder that we can raise grain for ourselves, and for the hungry 
people of other lands, when the soil is so rich, when there are no 
trees or stones in the way of the plow, and when the fields can be 
sewn and the crops harvested and threshed by machinery. 

Immense crops of wheat, corn, oats, tobacco 
vegetables and fruit are raised, but each plant 


SPIRIT LAKE, IOWA. 


seems to have its favorite soil and climate. 


The wheat pla 



COAST SCENE ON LAKE SUPERIOR. 


The picture gives us a bird’s-eye view of one of the most charming portions of the Lake 
Superior coast. Indian villages were found here by the early French explorers, and a Cath- 
olic mission was established at La Pointe as early as 1G65. At this place, in 1831, the first 
pure white child, born in what was then the far Northwest, was given to the wife of the 
Protestant missionary, Rev. Sherman Hall. 


nt finds its best home in the north- 
ern part of this section. It is the 
great wheat-growing belt. In 
some places in Dakota the wheat 
fields stretch away farther than 
the eye can see, and the sun 
seems to rise and set in a field of 
wheat. 

Millions of bushels are ground 
at home, and the flour is sent in 
barrels and sacks to the East and 
the South, and to the countries of 
Europe. Other millions are sent 
to England, to be ground there. 

Corn likes a rich soil and much 
heat, and the great corn belt is 
in the southern portion of the 
Central States. Here are corn 
fields, miles in length. Corn, 
corn, in all directions; but it does 
not pay to raise so much corn to 
sell. It must be fed to live stock; 
and this gives rise to another im- 
portant branch of farming. Large 
numbers of hogs and cattle are 


So 


PRODUCTIONS, INDUSTRIES. 



Ouestions on tli© 

/v 

Picture. — IIovv many 
different scenes have we 
here ? What do you 
suppose the old Dell 
House is used for? 
What lies in the water 
in front of the house? 
L)o you think the boys 
who are coming down 
to the river are happy? 
Why? Why are tlx 1 re 
so many holes in the 
ledge? Whatisaglen? 
Why is one place called 
“The Jaws”? What 
kinds ol trees grow on 
the ledges? Do we see 
the same steamer in the 
different views? 


kept to eat the 
corn. These are 
sold, and shipped 
to Chicago and 
Cincinnati, where 
there are stock 
yards and packing 
houses. Thous- 
ands of swine and 
cattle are seen in 
the stock yards. 

In the packing 
houses are pork, 
hams, shoulders, 
lard, and beef, to 
supply manufac- 
turers, miners, 
lumbermen, sol- 
diers, and sailors, 
all over the world. 
There are hides 
for the tanners, 
horns for comb 
makers, bristles 
for shoemakers 
and brush mak- 
ers, and neats-foot 
oil for harnesses. 
All these things 
come from o-olden 

O 

corn. Kansas and 
Illinois are great 
cattle states. 


DELLS OF THE WISCONSIN RIVER. 








INDUSTRIES, MINING, ETC. 


81 


READING LESSON LVIII. 

INDUSTRIES, MINING, ETC. 

D AIRYING is another important industry. 

Many creameries and cheese factories are 
found in Iowa, Illi- 
nois, ' Wisconsin, 
and Minnesota. 

Kentucky raises 
more tobacco and 
hemp than any 

other state in the 

% 

Union. Ohio clips 
the wool from mill- 
ions of sheep. 

On the shores of 
Lake Superior are 
the richest mines of 
•copper in the world. 

Michigan has ex- 
tensive salt works; 

Illinois and Iowa, 
immense beds of 
coal and mines of 
lead; and Missouri, 
mountains of iron. 

These states are 
not noted for their 
manufactures, but, 
after all, this is a 
very important and 
increasing busi- 
ness. Immense 
quantities of flour 
are made in Min- 
nesota and in Missouri. Illinois and Ohio turn out 
large amounts of farming tools, machinery, fencing- 
wire, furniture, watches, and hundreds of other 
things. 

The Great Lakes, the Mississippi, the Ohio, the 
Missouri, and other navigable streams, together 
with many lines of railroad, enable the people to 
carry on a very extensive trade. The Great Lakes 
float hundreds of vessels, with cargoes of grain, 
meat, and other farm produce. 

Much of the grain goes to Buffalo, and is there 

put on the Erie Canal and taken to Brooklyn, 

6 


where we learned about the great warehouses. 
Some cargoes go through the Welland Ship Canal, 
which connects Lake Erie and Lake Ontario, and 
thence down the St. Lawrence, and across the 
Atlantic to Europe. The Mississippi and the Ohio 

have hundreds of 
steamers carrying 
passengers and 
goods. 

Chicago is the 
largest city in this 
division of states. 
It has immense ele- 
vators for the stor- 
age of grain. Hun- 
dreds of trains ar- 
rive and depart 
every day in the 
year. Its harbor 
is filled with ships. 
Vast quantities of 
wheat, beef, pork, 
lumber, dry goods, 
and groceries, are 
bought, sold, and 
shipped. 

St. Louis is the 
largest citv on the 
Mississippi, and is 
noted for its river 
commerce. At its 
wharves we see 
steamers from New 
Orleans, St. Paul, 
Pittsburg, and the 
upper Missouri. The river is spanned by one of 
the finest steel bridges in the world. Its public 
gardens and parks are numerous and very fine. 
They are visited by thousands of people. 

Cincinnati stands first among the cities on the 
Ohio, and is a very beautiful place. The Tyler- 
Davidson fountain, cast in Bavaria, is one of the 
grandest ornaments of the city. Vineyards cover 
the hill slopes, and large quantities of wine are 
made. There are extensive manufactures, and 
many pork-packing houses. A fine suspension 
bridge crosses the Ohio at this point. 



DANA’s GROVE, devil’s LAKE, DAKOTA. 



MINING, PARKS, ETC. 




THE ROCKY MOUNTAIN AND PACIFIC 
STATES AND TERRITORIES. 

READING LESSON LIX. 

MINING, PARKS, ETC. 

9 

C OLORADO, Nevada, California and Oregon 
are the four states, and Montana, Wyoming, 
New Mexico, Arizona, Utah, Idaho, Washington, 
and Alaska, the eight territories, we will now 
study. We have already learned something about 
this part of the country, but so many interesting 
things are found here, that we shall do well to 
visit it again. 

Most of the Indians remaining in the United States inhabit the 
Rocky Mountain and Pacific region. They are not very good neigh- 
bors, and soldiers arc always needed to protect the frontier settle- 
ments. These soldiers are stationed at forts, established here and 
there. 

The grizzly bear, black bear, deer, antelope, 
Rocky Mountain goat, and bison, are still found; 
but the bison, whose flesh is the chief food of the 
Indian, is seen in smaller and smaller herds each 
succeeding year. 

The grizzly bear is the most terrible beast of prey on the conti- 
nent of North America. It sometimes measures nine feet in length. 
Its hair is long, and its color is a mixture of brown, white and black. 
It is hard to kill, and makes a fearful fight when wounded by the 
hunter. It is able to master a buffalo, and drag away its huge 
carcass. It can run swiftly, but it does not climb trees. It is said to 
hunt its prey by night and by day. 

Until the discovery of gold in California, in 
1848, the people of the older states knew little of 
this portion of the continent. After the gold ex- 
citement broke out, thousands of eager men, from 
all parts of the United States, flocked to California. 

As there were no railroads to the Pacific coast, ox teams and 
horse teams were used instead of cars. Trains of wagons were seen 
moving over the great plains, and over the mountains, to the Land of 
Gold. They bore young men and old men, with food, pistols, rifles, 
knives, picks, and shovels. Many gold-seekers went by water to 


Panama, crossed the isthmus, and sailed along the Pacific coast to 
San Francisco, which was then a small Spanish town. 

It was not long before the precious metals were 
found in Nevada, Colorado, and other territories, 
and this section is now noted for its mines, and 
is dotted with mining cities and towns, some of 
which are from one to two miles above the level 
of the sea. 

No other portion of our country contains such 
noble mountain ranges, lofty peaks, elevated table- 
lands, and grand scenery, as this. 

Let us take the Northern Pacific Railroad, at 
St. Paul, and visit the National Park, in Wyoming 
and Montana, and then pass on to Idaho, Oregon, 
Washington, and Alaska. 

The National Park is sixty-five miles in length, 
and fifty-five miles in width. Congress set it apart 
as a pleasure-ground for the people of the Nation, 
and it contains so many strange things that it has 
been called the Wonderland of the World. 

As we glide along on the train, we see some of 
the great wheat fields of Dakota. Farther on, 
near the boundaries of Dakota, we enter the Bad 
Lands, or Pyramid Park. Here are a great many 
hills, some of them three hundred feet high, with 
bright, green valleys between. Standing here and 
there in the valleys, are petrified stumps of huge 
trees. The sides of the hills are red, gray, brown, 
blue, or black, in color. They have all sorts of 
curious shapes — like towers, castles, domes, peaks, 
spires, ridges, and pyramids. One of the hills, 
called Burning Mine, is on fire. 


Queries . — Why are the Indians not “ good neighbors”? 
Is the grizzly bear found anywhere in the world except in 
the Rocky Mountains? What is meant by the expression, 
“ after the gold excitement broke out”? Why did those 
who were going to California, in olden times, carry pistols 
and knives? What is meant by petrified stumps of trees?' 


GEYSERS, HOT SPRINGS, ETC. 


83 


READING LESSON LX. 

GEYSERS, HOT SPRINGS, ETC. 

T HE National Park is noted for its geysers, 
hot springs, waterfalls, and canons. There 
are more geysers and hot springs than in all the 
world besides. No less than fifty geysers send 
their columns of boiling water from fifty to three 
hundred feet into the air. Large numbers of 
stones are spouted up with the water, and rise far- 
above it. The roar of the geysers, the hissing 
steam, and the trembling earth, fill us with fear. 



•‘OLD FAITHFUL.” 


“ Old Faithful,” “ Bee Hive,” “ Giantess,” and 
“ Lioness,” are among the most noted of these 
wonders; but “ Excelsior” is the grandest of 
them all. It spouts at irregular times, and throws 
a stream, sixty to seventy-five feet in diameter, two 
hundred and fifty to three hundred feet high. 



LOWER CANON OF THE YELLLOWSTONE. 


The Mammoth White Mountain Hot Springs 
are the most beautiful springs in the world. They 
cover a mountain side, which has been made as 
white as snow by the lime in the running waters, 
and yet the springs are as clear as crystal. The 
rims of the basins which hold the water are like 
bead and coral work, colored scarlet, green, and 
yellow. 

Besides these wonders there are great water- 
falls, with their clouds of mist ; silver cascades ; 
deep canons, with red, yellow, brown and white 
walls, two thousand feet high ; beautiful lakes ; 
volcanoes, which throw up pink mud instead of 
lava ; mountains, fringed about with evergreen 






84- 


mountains, WATERFALLS, ETC. 



ALASKA’S THOUSAND ISLANDS, AS SEEN FROM SITKA. 


forests; peaks, white with snow in the hot summer 
days; and a hundred other strange things which 
we can not stop to see. 

As we pursue our journey westward, the train 
carries us through a region of grand mountains, 
beautiful valleys, rushing cataracts, and fine old 
forests, until we land at Tacoma, on Puo;et Sound, 
whose clear, deep waters might float all the ships 
in the world. 

We will take an ocean steamer and continue 
our journey to Alaska, a country which our <rov- 
eminent purchased of Russia, in 1867. It is large 
enough to make several states. Its mountains are 
the highest in North America. The glacier of 
Mount Fairweather extends many miles into the 
sea, and ends in an ice wall three hundred feet 
high and eight miles broad. The waves of the 
ocean dash against it and shape the ice into caves, 
spires, gables, and other strange forms. 

As we travel about, we find many craters of 
spent volcanoes ; a lake of sulphur ; a boiling, 
steaming spring, eighteen miles round ; hot 


marshes ; a river navigable for 1,500 miles ; im- 
mense forests; valuable minerals; and many fish, 
and fur-bearing: animals. 

Back from the coast the climate is cold, but 
there is a current of warm water, moving through 
the Pacific from the coast of Japan, which makes 
the winters of Sitka, the capital, very mild. 

Have we learned of any other northern country 
which is made warm in the same way ? 

Query . — What is the meaning of “ spent volcanoes’'? 


READING LESSON LXI. 

MOUNTAINS, WATERFALLS, ETC. 

EAR the center of California is a park called 
the Yosemite Valley, which Congress gave 
to that state in 1864. It also gave the Mariposa 
Big Tree Grove at the same time. 

The Yosemite Valley is a level tract nearly six 
miles long, and from half a mile to a mile in width. 
It has steep, bare mountain walls, thousands of 







OCCUPATIONS, PRINCIPAL CITIES. 


85 


\ 



ing the rest of the year there is scarcely any. 
Eastward of the Sierra Nevada and Cascade 
Mountains, little rain falls, and the climate is dry. 

In many parts of this section the farmers can 
not depend on summer showers to make their fields 

green, and long ditches 
are dug to carry the 
•water from brooks and 
rivers to farms, gar- 
dens, and orchards, 
wherever it is needed. 

J 

The water is first taken in a 
large ditch, and from this it is 
conveyed all over the fields in small 
trenches leading out from the main ditch. 
This is what is called irrigation. 


In Arizona there are exten- 
sive remains of ditches and 
aqueducts, which were used 
for irrigation, by people who 
lived there, nobody knows 
when. 


[Think of some place that is two 
hundred rods from the school-room, 
and then think of a rock as rising 
that distance above the place where 
you stand. Imagine that you are 
at the foot of a waterfall more than 
a quarter of a mile in height. 
Would it not be a grand sight ? 
Have we read of any other part of 
the world where the farmers de- 
pend on irrigation?] 


The Indians of 
Alaska are divid- 
ed into families, 
each of which has ' ' 

a badge or totem. *^ v 

Among these to- 
tems are the ra- AN ALASKA house, with totem poles. 

veil, the eagle, the wolf, and other animals. In front of many of the houses, aud at the burial 
places, are tall timbers covered with carvings of their totems. The picture gives us a view 
of two of these totem poles, on which we can see various figures. The poles are often sixty 
feet or more in height. 


p-t/i 


feet high, and several wonderful waterfalls. One 
granite rock, called El Capitan, rises 3,300 feet, or 
200 rods, nearly straight up from the valley, with- 
out a shrub, or a blade of 
grass, on its sides. 


Another, called, on account of its shape, the 
Half Dome, is 4,737 feet high. 

A waterfall, named Bridal Veil, descends 800 
feet. The winds cause the falling stream to wave 
like the white veil of a bride. The Virgin’s Tears 
falls a thousand feet, but the stream dries in the 
early summer. Yosemite Creek makes a leap of 
ninety rods; then rushes downward in cascades 
nearly forty rods; then makes a final plunge of 
twenty-four rods to the rocks below. The park 
has other mountains and falls, as interesting as 
these, about which we will learn in another book. 

There are but two seasons along the Pacific. 
From November to May, rain is abundant. Dur- 


READING LESSON L X 1 1 . 

OCCUPATIONS, PRINCIPAL CITIES. 

T HE finest wheat, oats and barley are raised 
in the country borderino; on the Pacific coast. 

*/ vo 

California produces immense quantities of fruit. 
Its orange groves and vineyards are among the 
largest and finest in the world. 

Stock-raising is the chief occupation in many 
parts of this section. Colorado, Wyoming and 
Montana swarm with cattle and sheep, which 
are herded on their rich pastures with little or 
no hay or grain, even in winter. California is 




so 


OCCUPATIONS, PRINCIPAL CITIES. 



How many occupations are shown in this picture? 


fruit, fish, wool, and cattle, are sent away to other 
parts of the country; and mining machinery, 
cotton and woolen goods, and other articles for 
family use, are brought in from the manufactur- 
ing states, on the Northern Pacific, the Union 
Pacific, and the Southern Pacific, with their many 
branches. 

San Francisco is the chief city of North Amer- 
ica, on the western coast. It is built on a fine bay, 
fifty miles long and five miles wide. The bay is 
entered through a deep strait, called the Golden 
Gate. Most of the houses are built of wood, and 
many of them are four, five and even six stories 

t j l 

high. The dwellings have a large number of bay 
windows, and there are few shade trees. 


Queries . — Why is the entrance to 
San Francisco Bay called the “Gold- 
en Gate”? Do the people of San 
Francisco need shade trees? What is meant by a fleet of 
steamships? Do we get salmon from Oregon? Ask your 
teacher to tell you about hydraulic mining, as shown 
in the picture. 


A PLEASANT SAIL. 


noted for its sheep 
ranches, its wool, and 
its blankets. 

Lumbering* and sal- 
mon fishing are ex- 
tensively carried on, 
especially in Oregon 
and Washing* ton. At 
Astoria, near the 
mouth of the Colum- 
bia, there are more 
than fifty large. build- 
ings used for canning 
salmon. Thousands 
of hands are em- 
ployed during the 
fishing season. 

Gold, silver, wheat, 


Ocean steamers run to Japan, China, Australia, 
the Indies, Panama, and Sitka. 

The first white settlement was made by the Spaniards, in 177G. It 
had but 450 inhabitants in 1817, and the next year nearly every male 
resident went to the "old diggings. In 1349 it had become a great 
sea-port, and was known all over the world. 

Portland is the largest city in Oregon. It has 
a fleet of steamships, and great cargoes* of wheat 
and canned fish leave the Columbia river for for- 
eign ports. It is the terminus of the Northern 
Pacific Railroad. 

Helena, the capital of Montana, is situated at 
the eastern foot of the Rocky Mountains, which 
rise, one above the other, until the more distant 
are lost among the clouds. It is at the center of 
a great mining country, and millions of dollars 
worth of gold have been dug from Last Chance 
Gulch, which runs through the citv. 

Denver, the capital of Colorado, is a fine city. 

It is a mile higher than the sea, 
and stands upon several plateaus, 
rising one above another. It is 
filled with beautiful shade trees, 
and clear streams of mountain 
water sparkle on each side of all 
its principal streets. The air is 
clear, and several snow-capped 
mountain peaks can be seen in 
the distance. It has a great trade 
with the mining country around. 



MISCELLANEOUS REVIEWS. 


87 



MISCELLANEOUS REVIEW 

1. Where were the first settlements? By whom were I 
they made? How many colonies were there at first? 
Who ruled over these colonies? How many states and 
territories are there now? From what lands did the 
people of this country come? What is the capital of the 
country? What is the title of the highest officer in the 
United States? The title of the highest officer in a j 
state? 

2. Where do we find the loftiest mountains in the 
United States? In a journey from New York to San 
Francisco, would we see more level land on the way or 
more mountains? Would we notice any great changes 
of climate? If we were to follow the Mississippi from 
its source to its mouth would we notice any great changes 
of climate? Where would we find the longest rivers? 
The largest lakes? The highest waterfalls? Where 
would we find geysers and hot springs? Where would 
we find a glacier? A salt lake? 

3. In what states would we see sugar-cane grow- 
ing? Where would we find farmers making maple-sugar? 
Where do flowers bloom all the year? Where would we 
see the largest fields of wheat and corn? The largest 
fields of tobacco and hemp? The largest vineyards? In 
what states would we see cotton, rice and oranges 
growing? 


OF THE UNITED STATES. 

4. What state produces the most oil, or petroleum? 
What states produce large quantities of coal and iron? 
Where are the richest copper mines in the world? What 
part of the country yields the most gold and silver? 

5. In what sections of our country are the people 
most largely occupied in manufacturing? In commerce? 
In mining? In fishing? In lumbering? Which are the 
planting states? Where would we see immense herds of 
cattle? What state has the largest salmon fisheries? 
What state has the most caves? The most lakes? Which 
do you think the more important, the mineral or the veg- 
etable productions of our country? 

6. Of the articles sold in a grocery store, which are 
produced in the United States? Which of them are 
raised in our own state? Where do the manufacturers 
of New England get their cotton? Where do the people 
of the South get their cotton and woolen goods and 
machinery? Where do the people of the Rocky Mount- 
ain States get their mining tools and miners’ supplies? 
Where do the people of the manufacturing districts get 
most of their flour, pork, and beef? Where do we get 
our salt and kerosene? In how many ways are goods 
conveyed from one part of the country to another? For 
carrying goods and passengers, which are the most useful, 

' the lakes and rivers, or the railroads? 


MISCELLANEOUS REVIEW OF THE WORLD. 


(Exclusive of Review 

1. Which hemisphere has the most land? Which is 
the largest continent? The smallest? Which continent 
has the most irregular coast? The most regular? Which 
has the highest mountains? The longest ranges? The 
greatest number of ranges? Which continent has the 
highest plateaus? The longest river? The fewest rivers? 
Which continent has many small rivers? 

2. Which is the largest ocean? Which are the coldest 
oceans? Which is the warmest ocean? On which ocean 
would we see the greatest number of ships? Which ocean 
has many arms on the west but few on the east? Where 
do we find the greatest number of seas? Are food fishes 


of the United States.) 

obtained from warm or cold waters? What are obtained 
from the coast of Newfoundland ? From Greenland ? 
From the coast of Norway ? 

3. Tell what you can of the Esquimaux. What are 
the chief sources of wealth in the colder portions of the 
Dominion of Canada ? For what is Manitoba noted ? 
What is the climate of British Columbia? What are some 
of the products of Ontario? What is obtained from the 
mines of Nova Scotia? 

4. Name some of the products of Mexico and Central 
America. What is one of the most useful plants? Have 
you seen any plants whose home is in Mexico? What 




88 


MISCELLANEOUS REVIEW OF THE WORLD. 


insect is used for coloring? Wliat sort of people are the 
Mexicans? 

5. Wliat do we get from the West Indies? 

6. Name the longest mountain range in South America. 
The largest rivers. Name some of the plants of South 
America. Some of the animals. What is one of the chief 
occupations of the people? What is raised in the high 
mountain valleys? What do the people of the United 
States get from the plains of the Orinoco and the La Plata? 
What country of South America sends us much coffee? 
What country gave us the potato? What can you say of 
the forests of the Amazon? 

7. What are the most celebrated mountains in Europe? 
What river is noted for its beautiful scenery ? For its 
commerce? For its fisheries? Which is the lowest coun- 
try in Europe? Where is the largest city in the world? 
What country has possessions in every part of the 
world? What country has the most ships? What country 
exports the most wheat? Which are the wine-making 
countries of Europe? What country has large fields of 
roses? What country furnishes lumber, and masts for 
ships? Which are the silk-producing countries? What 
country has great mines of salt? What country is noted 
for its great universities? For what is Ireland noted? 
Scotland? What can you say of Rome? What city has 
the largest palace in Europe? The finest picture gallery 
in the world? What country supplies the world with sul- 
phur? What country is noted for its lace and carpets? 
For its windmills? 

8. Where are the highest mountains, the broadest 
plateaus, and the deepest valleys, in the world? Name 
some of the plants and animals of Asia. What can you 
say of Siberia? Of the people of China? Of the people 
of Japan ? What nations live mostly on rice ? What 
nations make great use of the bamboo? What countries 


furnish us tea? What country sends its young men to 
our schools? What country gave us the peach and the 
melon ? What country sends us the best coffee in the 
world? From whence did most of our domestic animals 
come? In what country did Christ live? 

9. Mention some of the great animals of Africa. 
Some of its strange trees and plants. Which is the most 
interesting country of Africa? Why is Egypt so fertile? 
How are ivory, ostrich feathers and gold dust brought 
from central Africa? Which is the most useful animal 
in Africa ? What precious stone is found in southern 
Africa? How do the people of Soudan preserve water 
during the dry season? Which is larger, the Desert of 
Sahara or the United States ? What people in Africa 
are very kind to their dumb brutes ? Where are the 
pyramids and sphinx ? 

10. What are the chief productions of Australia ? 
Name some of the strange animals found there. What 
are some of the productions of New Zealand ? Name 
some of the products of the East India Islands. From 
what islands do we get spices? Which island is ruled by 
the Dutch ? 

11. Which continent has the most civilized nations ? 
The most commerce ? Which continent has the most 
large animals? The most animals useful to man? Which 
has the sweetest song-birds ? The most people ? Which 
continent has the largest number of broad-leaved plants ? 
The largest number of butterflies, fireflies, and other in- 
sects? Which is the largest grain-producing continent ? 
What island produces the greatest amount of wool ? 
What countries of the world produce large quantities of 
cotton? What countries are noted for their fur-bearing 
animals? Mention the various modes of traveling in the 
different countries of the world. On which continent 
have our journeys been the most pleasant? 






READING LESSON LXIII. 

“STAR OF THE NORTH.” 



“Give way, give way, young warrior, 
Thou and thy steed give way— 
Rest not, though lingers on the hills 
The red sun’s parting ray. 

The rocky bluff aud prairie land 
The white man claims them now ; 
The symbols of his course are here, 
The rifle, axe, and plow. 

We need thy noble rivers, 

Thy prairies green and wide, 

And thy dark and frowning forests 
That skirt the valleys’ side.’’* 


H AVING visited other parts of the world, we 
return to Minnesota, and find that, after all, 
u there is no place like home.’’ Here are our 


parents, our playmates, our teacher, and all /the 
scenes we love so well. Let us learn more about 
our great and beautiful state, whose motto is “ Star 
of the North.” 

When the Indians paddled their light canoes 
along the river which runs almost across the state, 
they saw that it was not clear, and they gave it 
the name Minne Sotah, which, in their language, 
means “sky-tinted,” or, as some tell us, “ cloudy 
water.” The state took its name from this river, 
and we see how our word Minnesota came, and 
what it means. 

Looking at the map of the United States, we 
find that Minnesota is near the center of North 
America, and that it extends farther north than 
any other part of our country, except Alaska. 

The state has nearly ten thousand lakes, and 
down its gentle slopes flow the streams that form 
three mighty rivers. 

It contains 84,286 square miles, and is the fourth 
state of the Union in size. It is one-half larger 
than its neighbor, Wisconsin, on the east, and 
much larger than Iowa, on the south. 

There are single counties with more land than 
Connecticut ; and six counties in the northern part 
whose united territory would make three states 
like the old Bay State, with a large piece of land 
to spare. • 

Query . — Why are the “ rifle, axe and plow” symbols of 
the white man’s course? _____ 

Note. — Written abstracts of each reading lesson should be con- 
tinued. Card-board forms should now be laid aside, and the pupils 
should be required to sketch such portions of the map as are indi- 
cated in notes following the reading lessons. Allow the pupils to 
draw with the map before them. 


( 89 ) 


* Mrs. S. Eastman, in Neill's History of Hinnesota. 



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ALONG THE NORTHERN BOUNDARY. 



READING LESSON LXIV. 

ALONG THE NORTHERN BOUNDARY. 

L ET us go to the most northern land in Min- 
nesota, and take a canoe journey along the 
lakes and streams forming the boundary between 
our state and the Dominion of Canada. 


THE TRAPPER AND HIS GAME. 

Write all you can about this picture. How would you like a hunter’s 

Here we are, on a little tract of land cut off 
from the rest of the state. To the south and east 
is Lake of the Woods, with its rocky, moss-covered 
shores and marshy bays, filled with wild rice. 
There are hundreds of rocky islands, with trees 
and berry-bearing shrubs. We may see fifty of 
these islands at a single view. 

For many, many years fur traders, missionaries, 
and Indians, passed over this route in light canoes, 
which they carried around the falls and rapids. 
The country is almost as wild to-day as it was 
when the French established trading posts here, 
two hundred years ago, and we -must paddle our 
canoe and make the woods ring with our songs, as 
did those voyageurs of yore. 


Crossing the lake, we pass up Rainy Lake River, 
which is very wide, deep, and rapid. Rainy Lake 
discharges its waters into this river, over a rocky 
rim, around which we carry our little boat, and 
launch it above. On, on we go, through wind- 
ing channels, among a hundred slaty islands, 
fifty miles up this lake. 

We have seen the forest on 
Lake of the Woods, on Rainy 
Lake River, and here it is, on 
Rainy Lake, stretching far away 
to the south. 

If we enter this forest, we 
shall find sandy ridges, covered 
with pine, large swamps of 
tamarac, spruce, and white ce- 
dar, with white birch trees along 
the margins of the lakes and 
streams. In many places we 
may pick cranberries, blueber- 
ries, huckleberries, raspberries, 
or wintergreen. What a wild 
region it is ! 

We see the shy fox, the 
bounding deer, the bear, the 
lynx, wild pigeons, and drum- 
ming pheasants, in the woods; 
the marten, otter, beaver, mink, 
and muskrat, in the lakes and 
streams. The wading birds, 
such as the heron, the crane, 
and the snipe, rise from the 
shallow water at our approach. The swan and 
the pelican are also seen. 

Flocks of brent, geese and ducks flutter up 
from the fields of wild rice at the discharge of our 
gun. Pike, pickerel, bass, muskallonge, catfish, 
and sturgeon, almost crowd one another in the 
waters of hundreds of lakes and streams found in 
this forest region, extending from the Red River 
Valley on the west, to Lake Superior on the east, 
and far beyond the head- waters of the Mississippi 
to the south. 


life? 


To the Teacher. — The author does not think it wise to require 
pupils to draw the boundaries of all the counties in the state; no 
one is expected to remember their exact forms. He thinks it will be 
well to print the names of the counties and their capitals as the 
drawing proceeds. This will familiarize the pupils with their names 



LAKES, FIRES, ETC. 


ALONG THE GREAT LAKE. 


9 3 


and locations, which is all that can reasonably be required. Teachers 
who prefer it, may have the drawing done upon the blackboard. 


Note.— Draw the northern boundary, from the most northern 
point to the mouth of Vermillion River, and the principal streams 
flowing into the lakes and rivers forming it. Print names of coun- 
ties where they belong. 


READING LESSON LXY. 

LAKES, FIRES AND WATERFALLS. 

S TARTING again on our canoe road, we find 
pretty lakes and rapid streams. Many of 
these lakes are in rocky basins. One, called Gun 
Flint, is so named because of the large number of 
flinty rocks found on its shores. Some of the 
lakes are covered with white water-lilies. There 
are many rocky hills, and in some places we may 
walk for miles on the bare rocks. 

East of Vermillion Lake, and extending across 
the northern part of Lake and Cook Counties, is 
what is called the “ Burnt Region .’ 1 Here was 
once a grand forest of pine. Fires swept over it, 
year after year, and no timber is now seen except 
in spots protected by lakes and streams. 

Thousands and thousands of acres are covered with nothing but 
moss. This moss is as soft as a spoDge, and it fastens itself into 
every crack and crevice of the rocks. 

Indians, hunters, and miners, more careless than 
the savages, build camp fires from which the 
flames spread rapidly, and consume large quanti- 
ties of valuable timber, increasing the extent of 
this burnt district as the years go by. 

Between North and South Lakes is a rido-e of 
land, called the “ Divide,” which is only four hun- 
dred and forty paces wide. From one side of this 
ridge, the water flows to Lake of the Woods, on 
its long journey to Hudson Bay; from the other, 
it goes on its way, through the Great Lakes and 
the St. Lawrence, to the Atlantic. 

We reach Pigeon River at Mountain Lake, near 
which is a height of land two thousand one hun- 
dred and three feet above the sea. This is the 
highest point yet measured in the state. The river 
has thirteen portages, and descends six hundred 
feet in the last six miles of its course, making one 
plunge of eighty-seven feet near its mouth. The 
last portage, of five miles, brings us to Grand 
Portage village, on Lake Superior. 


On our long journey we have seen only one or 
two Canadian forts, or trading posts. There are 
no roads, farms, or villages, in this part of Minne- 
sota. A few Indians and trappers are the only 
in habitants. 

Note.— Draw the boundary line from Vermillion River to Grand 
Portage, and Vermillion River and Vermillion Lake. Print names 
of counties touching the border. 


READING LESSON LXYI. 

ALONG THE GREAT LAKE. 

L ONG before the signing of the Declaration of 
Independence, Grand Portage had become a 
great fur-trading post, where hundreds of Indians 


Picture Lesson. — Here we see the fishermen at work. They 
have made a nice “haul 11 of whitefish and trout. One of the men 
is mending his net. He has raised a flag as a signal for a steamer to 
stop. The other man will soon have the fish in his barrel ready for 
the market. It would be pleasant to take the Indian canoe for a ride 
among the little pine-covered islands which we see in the distance. 

and voyageurs came from the far Northwest with 
their packages of furs to meet the fur traders from 
Quebec and Montreal. Here, and at other points 
along the coast, we -may still see lines of gaunt 
Indians, with packs on their backs, ascending the 
rocky portages, along narrow trails. 





94 


FROM CARLTON'S PEAK TO DALLES OF THE ST. LOUIS. 


We will take an Indian canoe for our voyage to 
Duluth, so that we may keep close along the shore 
and see its many wonders. We are now on the 
largest body of fresh water on the globe. It has 
been called the “ unsalted sea.” Great ships sail 
to and fro upon it, and it is one of our chief high- 
ways of commerce. 

Its waters are very cold, and so clear that we 
may sit in our canoe and look upon beds of col- 
ored rock and pebbles, forty or fifty feet below. 

Trout and whitefish are abundant, and of fine 
flavor. Large numbers are salted and packed, and 
many are shipped fresh to the cities of Minnesota 
and other states. 

The shore of the lake is rock bound, and it rises 
from ten to two hundred feet. We see no sloping, 
wooded plains at the water’s edge, but the hills and 
cliffs are covered with a dense growth of trees. 
There are many little bays and pockets, but there 
are no good harbors for large ships. 

We glide past little rocky islands and bold head- 
lands. The Great Palisade Rocks rise from the 
margin of the lake to the height of three hundred 
feet. From their top, we see the shores of Wis- 
consin and the Apostle Islands, thirty miles dis- 
tant, over the lake. 

Flowing into the lake are many streams of clear, 
soft water, in which are large numbers of speckled 
trout. Parties come here every summer to catch 
these fish, for mere sport, and many are left to de- 
cay on the banks. Though called rivers, these 
streams are quite small. They have their sources 
in the u Divide,” some twenty or thirty miles from 
the coast. 

Everv stream has its little lakes and cataracts, 
and deep gorges, where it cuts its way through the 
hills, and falls from six hundred to a thousand feet 
in its course. The hill country is full of waterfalls 
and rapids. Some of the streams enter the lake 
through high rock gates, so narrow that we may 
leap across the chasm, far above the water. 


Queries . — What is meant by the Declaration of Inde- 
pendence? When was it signed? Why is Lake Superior 
called the “unsalted sea”? 


Note.— Draw the coastline of Lake Superior, from Grand Portage 
to Beaver Bay, and the principal rivers shown on the map. 


READING LESSON LXVII. 

FROM CARLTON’S PEAK TO THE DALLES OF 

THE ST. LOUIS. 

L EAVING our canoe, we will learn something 
of the wild country from which these rivers 
flow. That part of Minnesota lying east and 
northeast of Vermillion Lake, is the only portion of 
the state that may be called mountainous. Back 
from the coast a little distance stand several peaks. 
Carlton's Peak rises 927 feet above the lake, and is 
one of the highest points in this part of the state. 
From its crest we see hills, streams, lakes, and for- 
est, forming a landscape of great beauty. 



BEAVER BAT, LAKE SUPERIOR. 


The Sawteeth Mountains, or hills, are a few 
miles inland. They take this strange name on 
account of their form. Their northwestern sides 
are very steep and high, and the opposite sides 
slope very gradually, so that, when we look over 
the ranges, they appear like the teeth of a saw. 

Still farther inland, we come to the Mesabi 
Heights, or Iron Range, called “Big-Man-Hills” 
by the Indians. This range contains great quanti- 
ties of iron, and several mines are opened near 
Vermillion Lake. 


FROM CARLTON’S PEAK TO DALLES OF THE ST. LOUIS. 


95 


In the hill country, in this part of the state, are 
found copper, silver, gold, and graphite of which 
pencils are made. This is the great mineral region 
of Minnesota. It is a rough, wild section, without 
roads, and its few inhabitants are found mainly in 
Beaver Bay, Two Harbors, and other small places 
alonff the coast. 

All the hills, ridges, and valleys, except in the 
“ Burnt Region,” are thickly wooded. In the 
hard-wood belt, near the lake, the undergrowth of 
shrubs and clambering vines is so close that we 
can hardly force our way. As we go west of this 
belt, pine is found in great abundance. 

Taking our canoe again, 
we make our way along the 
high, wild shore to Duluth, 
the Zenith City, with its bay 
and lake in front, and with 
its background of forest- 
crowned hills. In the harbor 
large ships from the lower 
lakes are seen, loading and 
unloading their cargoes. 

There are extensive docks, 
with piles of coal from the 
Ohio and the Pennsylvania 
mines ; warehouses, with 
goods; and huge elevators, 
with wheat from the west- 
ern prairies. We hear the 
buzzing of saws, the roar of 
furnaces, as they melt the iron, and the din of 
hammers. 

From this point the Northern Pacific Railroad 
stretches its iron arms across the continent, to 
Portland in Oregon, and to Puget Sound. The 
Duluth & Iron Range Railroad furnishes an outlet 
for the mineral wealth of this part of the state. 

The St. Louis River flows into the lake between 
two long, narrow tongues of land, called Minne- 
sota Point and Wisconsin Point, which extend 
from the highlands on either side, dividing the 
waters of Lake Superior from a small bay, or 
estuary, formed by the widening of the river. 
This bay is the land-locked harbor of Duluth. 

Passing up the river, we find it broad and 
crooked, with many islands, and with wide mead- 


ows close at hand, and wooded hills in the dis* 
tance. Eighteen miles up is the old village of 
Fond du Lac, once a trading post, where hundreds 
of dusky savages came with their furs. 

Here are the quarries that furnish the beautiful 
brown building stone, known as the Duluth sand- 
stone. This stone has been used in some of the 
finest buildings in St. Paul and Minneapolis, and 
much of it is shipped to other states. 

Three miles above the village we come to the 
Dalles of the St. Louis, and here, as the canoes 
could ascend no farther, the old portage trail, or 
narrow foot-path, began. No child living on our 


prairies would think of finding so wild a place in 
Minnesota. 

Slate rocks lie along the stream and through 
the forest, in every direction. Some are in high 
ledges, crowned with pine, cedar, or birch ; some 
form jagged shelves over the foaming stream, or 
rocky islands ; great masses stand on their edges, 
and others are shivered into a thousand fragments. 

The river does not make its descent at a single 
plunge, but it falls five hundred feet in about six 
miles. Beginning above at Knife Falls, which are 
so named because of the sharp edges of the rocks 
over which the water flows, the flood starts on its 
journey. 

Here it plunges over ledge after ledge, forming 
beautiful cascades ; there it rushes madly among 



HARBOR OB ' 1 DULUTH. 



96 


ON THE ST. CROIX. 


pointed rocks ; now it is parted by islands ; and 
then it is forced through some narrow gorge — boil- 
ing, plunging, foaming downward. 

At the lower falls, there are ten or eleven cas- 
cades, from six to ten feet in height, and extend- 
ing half a mile. The river is not very large, but 
the roar of its cataracts can be heard for many 
miles. Some day we may see busy mills or facto- 
ries driven by the water power furnished by these 
falls. 

The slate rock has been quarried, but it is not 
yet largely used for roofing, or for other purposes. 

All the country on the upper St. Louis and its 
tributaries is covered with timber. There is much 
valuable pine, maple, fir, spruce, ash, aspen, and 
cypress. This is one of the great lumber regions 
of the state, and large quantities are cut, and sawed 
at steam mills near the falls. 

After leaving the “ Last Rock,” a mile above 
Knife Falls, there are no ledges until we reach the 
Mesabi, or dividing ridge, which runs south of Ver- 
million Lake, and extends far to the west, in scat- 
tered hills of rock and sand, separating the streams 
flowing into the Mississippi from those flowing to 
the north. 

The Lake Superior section of Minnesota, and northwestern Wis- 
consin, with its wild and beautiful scenery, is fast becoming one of 
the great health and pleasure resorts of the country. The St. Paul 
& Duluth, and the Chicago, St. Paul and Minneapolis line of the Chi- 
cago & North-Western Railway, are pleasant routes to this charm- 
ing region. 


Queries. — Why do you suppose the Indians called the 
Mesabi Heights the “ Big-Man-Hills ”? What will be one 
of the chief occupations of this section? 


Note.— Draw the coast line from Beaver Bay to the mouth of the 
St. Louis River, locate Duluth, and draw the St. Louis River and its 
branches. 


READING LESSON LXVIII. 

ON THE ST. CROIX. 

T AKING the cars at Thompson, we pass through 
a forest region to the St. Croix. We see clear- 
ings with their stumps, piles of wood along the 
road, and stations here and there, whose principal 
trade is in wood and lumber. On the tributaries 
of the St. Croix grow large quantities of pine. 


Hundreds and hundreds of strongmen go into the pineries every 
winter. There are choppers, who cut down the trees; trimmers, who 
cut off the branches; sled-tender.s and skidders, who help to load; 
teamsters, who draw the logs on large bob-sleds; swampers, who 
open the roads; sawyers, who cut off the logs on the banks of the 
river; cooks, who prepare the food; and extra hands, to help where 
most needed. Every man has his place, and all goes like clock-work. 
When the water rises in the spring, the logs are rolled into the streams, 
and river-driving begins. 

This is very hard work; from dawn to dark the men keep the logs 
moving with the current. Sometimes the logs are so numerous as to 
hide the water in the river for miles. It is often late in June before 
they are all safely boomed, near the large mills, down the river. 

On the St. Croix, we also find forests of tamarac, 
cedar, and hard- wood timber. There are oak open- 
ings, grub prairies, smooth prairies, and many beau- 



tiful lakes. In Washington County, the prairies 
are high and rolling, with fine farms and buildings. 

Taylor’s Falls is a little city containing saw- 
mills, a stave factory, a carding mill, and other 
manufactories, operated by steam, though the St. 
Croix furnishes water power, not yet improved. 
Below the village are the wonderful Dalles of the 
St. Croix. 

The river cuts through a range of hills, forming 
a gorge whose walls rise from one hundred to one 
hundred and seventy-five feet above the water. 
Between these walls the river rushes, at first very 
swiftly, forming eddies or whirlpools, until it makes 
a sudden bend. It then glides quickly along, re- 


FROM DALLES OF ST. CROIX TO POINT DOUGLASS. 


97 


fleeting, like a mirror, in its deep waters, the dark 
image of the rock columns towering high above. 

In the rocks, near the Dalles, are many curious 
pot-holes, fifteen or twenty feet deep, and twenty 
to twenty-five feet across, which were worn by 
gravel or loose stones, kept in motion by the whirl- 
ing waters which once ran over the rocks. The 
Devil’s Kitchen, the Devil’s Chair, and many other 
interesting things, are seen in this vicinity. 

Note.— Draw the boundary line, from the St. Louis River to the 
St. Croix, and copy the latter river to Taylor’s Falls. Copy the west- 
ern branches of the St. Croix, and print names of counties drained 
by them. Print names of county seats where they belong. 


READING LESSON LXIX. 

FROM THE DALLES OF THE ST. CROIX TO 
POINT DOUGLASS. 

T AKING onb of the steamers, which ply as far 
up as the rapids, we descend to Stillwater. 
The river is bordered by bluffs, and there are 
many fine views. Twelve or fifteen miles below 
the Dalles, we pass the “ Standing Cedars,” which 
long ago marked the boundary between the Chip- 
pewas and the Dakotahs, two powerful Indian 
nations. Two miles above Stillwater is Painted 
Rock, once held sacred by the Dakotahs; On its 


face, numerous figures and images were carved 
and painted. 



FAIRY FALLS, STILLWATER. 


Stillwater is at the head of Lake St. Croix. The 
business portion of the city stands on a narrow 
plain, surrounded by high bluffs, on which are 
many fine residences. The first settlement was 
made by John McCusic and Elam Greeley from 

Maine, Calvin Leach 
from Vermont, and 
Elias McKean from 
Pennsylvania, in Oc- 
tober, 1843. The city 
has grown to be a 
place of great impor- 
tance. 

There are mills, 
where the logs which 
come from the pineries 
are drawn from the 
booms, and sawed. 
Cars are loaded, and 
sent to parts of the 
state where lumber is 
needed, and rafts are 
floated down the Mis- 
sissippi. There are 
large flouring mills 



SOUTH STILLWATER. 

Make a list of the things seen in this picture, and then write all you can about them. 






98 


SOURCE AND UPPER WATERS OF THE MISSISSIPPI. 


and elevators. Great quarries of limestone, of 
excellent quality, are worked; one of these was 
opened as early as 1847. 

The State Prison is located here. Shut up in its narrow stone 
cells, are many men and women who have committed crimes. They 
are sent here from all parts of the state, some for one or more years, 
and a few for life. The prisoners have their hair cut short, and are 
clad in coarse garments. They are forced to work hard, and are not 
allowed to talk with one another. 

Each prisoner has a cell which is closed with a strong iron gate. 
In this cell he eats his plain food, and sleeps all alone m Ins hard bed. 
In the morning the prisoners are marched to the workshops in long 
lines, and they return in the same way when their work is done. 
The workshops are very large. Cars, furniture, threshing machines, 
and other farm implements, are manufactured. 

Like many other lakes in Minnesota, Lake St. 
Croix is formed by the widening of the river. It 
is a long, narrow sheet of clear water, with hill- 
sides sloping gently to the water’s edge; narrow 
valleys, with villages and farm houses; plateaus, 
rising one above another; and high bluffs in the 
distance. At the junction of the river with the 
Mississippi, is Point Douglass. The St. Croix was 
named after a Frenchman who was drowned at its 
mouth. 

Note.— Copy the St. Croix from Taylor’s Falls to its mouth. Print 
names of counties and county seats on your map. 


READING LESSON LXX. 

AT THE SOURCE OF THE GREAT RIVER. 

A MONG the clear, bright lakes of Minnesota, 
on the highest lands between the Arctic 
Ocean and the Gulf of Mexico, the Mississippi 
begins its course. Within our state it grows from 
a rill to a great river, half a mile wide, and five to 
twenty feet deep. 

That part of the state drained by the upper 
Mississippi and its branches, as far down as the 
Crow Wing River, is a great forest region, with 
hills, dales, copses, small prairies, and hundreds of 
lakes. Its uplands are covered with pine, spruce, 
and birch, and its swamps with the tamarac and 
willow. On the slopes of its sandy hills, the canoe- 
birch, the alder, and wild rose, extend to the very 
margins of the rivers. 

On the borders of the larger lakes, where the 
soil is good, and on the bottom lands, are the 
sugar maple, oak, ash, elm, and basswood. The 
white cedar and spruce-pine are sometimes seen. | 


The hawthorn and wild plum grow in the thickets, 
and raspberries, blackberries, strawberries, and 
cranberries, are plentiful. 

The bear and the deer are yet seen in these 
wilds. Fur-bearing animals are found in the lakes 
and streams, and fish are abundant. There are 
white fish in the deeper lakes, and here, too, are 
swarms of leeches. Countless numbers of water- 
fowl fatten upon the wild rice which grows in the 
swamps about the lakes and along the streams. 

The whole country, above Grand Rapids, is a 
great watery plateau, with lakes in every direction. 

The first white man who is known to have seen 
the source of the Mississippi, was W. Morrison, an 
Indian trader, who visited Lake Itaska in 1804. 
This lake is fed by several small streams, the 
largest of which has been called u the infant Mis- 
sissippi.” 

Itaska is only five miles in length. A thick 
forest of pine and hard-wood grows on its shores. 
The Mississippi is about one rod wide where it 
leaves the lake. For some distance, its banks are 
low and swampy.* 

Note.— Copy the Mississippi from Lake Itaska to the mouth of 
Leech Lake River. Copy Leech, Cass and Winnibigoshish Lakes. 


READING LESSON LXXI. 

UPPER WATERS OF THE MISSISSIPPI. 

T HE most beautiful country near the head- 
waters of the Mississippi is around Cass, 
Winnibigoshish and Leech Lakes. This was al- 
ways a favorite hunting-ground of the Indians. 

When the whites first came, large villages stood on their shores, 
and here, to-day, we find the Chippewa on his reservation; the squaws 
have their gardens of corn, potatoes, pumpkins, and squashes. 
There are groves of maple, from which the Indians make their 
sugar, and fields of wild rice, from whence they paddle their canoe 
loads of grain. 

Cass Lake was named after General Lewis Cass, 
who visited it in 1820. It is twelve miles long, 
and has many bays and islands. Winnibigoshish 
is an Indian word, meaning turbid water. Leech 
Lake is large and deep. It has long, wooded 
points, deep bays, and, here and there, rock walls, 
thrown up by the ice. 

* See Geological and Natural History Survey, 1880-84. 


IN THE PARK REGION. 



READING LESSON LXXII. 


IN THE PARK REGION. 


O N the southern branches of the Crow Wing*, 
the dark evergreen gives place to the oak, 
the sugar maple, and other trees that cast their 
leaves in autumn. In Todd, Douglass and Stearns 
Counties, there are large bodies of hard- wood tim- 
ber, with prairies and lakes. There are many farms, 
thriving towns, and pleasant homes. 

Alexandria is a fine little city, whose clear, deep 

lakes are the delight of the 
summer tourist. Lake Osakis is 
widely known, and we may take 
a pleasant sail upon its waters. 
Sauk Centre, on Sauk River, 
has abundant water power, with 
flouring mills, saw-mills, a fan- 
ning-mill factory, and other in- 
dustries. 

At St. Cloud, we find mills for 
the manufacture of flour, lumber, 
wagons, sash, doors and blinds, 
and lumbermen’s tools. The 
hard- wood and pine forests fur- 
nish lumber for all kinds of 
machinery and wooden goods. 
Steam is the motive power at present, but the 
water power of the Mississippi, now running to 
waste, will be used in the near future. 

The gray and red granite of St. Cloud is taken 
from quarries near the city. It makes beautiful 
and durable monuments and buildings. Some of 
it is seen in the Custom House at St. Paul, and it 
is shipped to all parts of the Northwest. 

On a plateau, sixty feet above the river, stand 
the Third State Normal School building, and the 
Ladies’ Normal Home, in which, in 1869, the school 
was opened, with Prof. Ira Moore as Principal. 
The state erected these fine buildings, and offers 
free instruction to students who promise to teach 
in the public schools. The best citizens of St. 
Cloud have always given the school their warm 
support, and we now see many earnest pupils from 
all the counties in this part of the state. 

In this city is also located St. John’s College, 
the leading Catholic educational institution in the 


On this lake, in 1833, Rev. W. T. Boutwell established the first 
Protestant mission west of the Mississippi. He cut the logs for his 
cabin, and carried most of them together on his back. 

Across the outlets of some of these lakes, the United States Gov- 
ernment is building dams. Great reservoirs will be formed, and 
large quantities of water will be held back. In the summer, when 
the Mississippi, below St. Paul, gets low, the gateways of the dams 
will be opened, and the water from the reservoirs will raise the river 
so that large steamers can run with ease. 

At Sandy Lake, one hundred miles below Grand 
Rapids, is a portage to the St. Louis River, over 
which voyageurs and explorers traveled for two 
hundred years. This was the great route from 
Lake Superior to the Mississippi. 


OLD TIMES IN MINNESOTA. MODERN 

If we could visit this forest region in the winter, 
we should see camps of lumbermen on many of 
the streams, gathering the crop of pine and cedar. 
Millions of feet of logs are floated down the Mis- 
sissippi to Minneapolis during the season of fresh- 
ets, and much lumber is sawed at the mills along 
the Northern Pacific, and is sent away to the Red 
River Valley and to the plains of Dakota beyond. 

Brainerd, the City of the Pines, is the largest 
place on the upper Mississippi. Here are railroad 
shops where a large number of men are employed; 
saw-mills, planing mills, and factories for the man- 
ufacture of lumber, are busily at work; long trains 
of wood are sent west, to warm the prairie homes. 
The forests and lakes offer fine sport to the hunter 
and fisherman. In 1870, the forest was growing 
where the city now stands. 

Note.— Copy the Mississippi and its branches to Crow Wing 
River, and print names of counties drained by these streams. Print 
names of capitals. 



100 


IN THE PARK REGION 


MINNEAPOLIS. 



THIRD STATE NORMAL SCHOOL, ST. CLOUD. 


state. It has many pupils, and a large number of 
professors. 

In the eastern part of Meeker and McLeod, and 
in Wright, Carver and Hennepin, is the northern 
part of the Big Woods, in which we will ramble 
at another time. 

West of the Big Woods, on the border of a 
rich, rolling, lake-dotted prairie, which stretches 
away to the Minnesota Valley, are Litchfield and 
Glencoe, two fair towns, with many pleasant homes 
and much trade. 

Note. — Copy the Mississippi from Crow Wing to Minneapolis; 
copy the southern branches of the Crow Wing ; copy the Sauk and 
Crow; and print names of counties drained by all these streams. 


READING LESSON LXXIII. 

IN THE PARK REGION - Concluded. 

TN Morrison, Benton, Mille Lacs, and Isanti 
Counties, are forests of hard-wood and pine. 
Large numbers of pine logs are cut on the head- 
waters of Rum River. 

At the head of this river is Mille Lacs, a name 
meaning “ Thousand Lakes.” This lake is one of 
the most beautiful sheets of water in Minnesota; 
it covers two hundred and four square miles. 
Except at the south, the shores are high, and in 
many places there are walls of bowlders, which 
the ice has forced up from the bottom of the 
lake. There are islands and capes composed en- 


tirely of rocks. There are many nice building 
spots, sheltered by hills, some distance back from 
the lake. 

Mille Lacs was once a noted place. Hundreds of savages dwelt 
here, in a village called Katkao. Here, Du Luth unfurled the flag of 
France, two hundred years ago. Here, in 1780, Father Hennepin 
lived among the Indians. Between this lake and the “Standing 
Cedars,” on the St. Croix, the Dakotahs and Chippewas had many a 
hard-fought battle. 

On the east bank of the Mississippi, below 
Brainerd, is Little Falls, with its steam mills, 
unused water power, and granite quarries. At 
Sauk Rapids is one of the finest water powers 
in the state, and extensive quarries of granite, 
which has been used to form a dam across the 
Mississippi. The stone from these quarries is 
very valuable. 

From this place down to Minneapolis, are level 
prairies, oak openings, lakes, fringes of tamarac 
and other timber along the streams, with farms 
and villages here and there. 

At Anoka, are busy saw-mills, working up the 
logs from Rum River, and flouring mills, which 
grind much wheat. 

Note. — Copy the Rum River, and other eastern branches of the * 
Mississippi, and Mille Lacs. Print names of counties and county 
seats. 


READING LESSON LXXIY. 

MINNEAPOLIS. 

W E come now to Minneapolis. The city 
covers many square miles of land, and 
new buildings are going up on all sides. Passing 
along its broad, level streets, we see large busi- 
ness blocks and throngs of busy people. In the 
quiet portions of the city are fine school-houses, 
churches, and residences, with trees, grass and 
flowers on their well-kept grounds. 

There are parks, waterfalls, and lakes, not far 
away, where people may rest and breathe the fresh 
air. Street cars go and come with their loads of 
passengers. Water works and gas works supply 
water and light. At night the electric light beams 
from the top of an iron mast, two hundred and 
fifty-seven feet high, to guide the people on their 
way through the streets. 

But we must see the Falls of St. Anthony, and 




MINNEAPOLIS — MILLS AND SCHOOLS 


101 



A PART OF MINNEAPOLIS. 


some of the manufactories that bring wealth to 
the city, and give it a name abroad. Standing 
above the iron bridge, which crosses the river a 
short distance below the falls, we have the view 
seen in the following picture. 


nine inches in diameter. Near the west end of the 
bridge is the Union Depot, one of the finest build- 
ings of its kind in the Northwest. 


Just above us, in the rapids, is a small, rocky 
island, with a few, low trees. Beyond this is the 
Manitoba stone-arch railway bridge, 2,300 feet in 
length, and wide enough for a double track. Four 
of its spans are each 100 feet long, and its height 
is 65 feet. Its foundations are in the rock, twenty 
feet below the surface. The piers are of granite, 
from Sauk Rapids, and the rest of the work is 
limestone from Kasota, and from the quarries near 
Minneapolis. This is said to be the longest bridge 
of its kind in the United States. Its cost was a 
million dollars. 

A little farther up are the Falls of St. Anthony, 
and that part of the river which flows west of Hen- 
nepin and Nicollet Islands. The part flowing east 
of the islands is not so large. The falls are only 
sixteen or twenty feet high, but the river is broad, 
and there is much water. There are rapids above 
and below the falls. The descent is over eighty 
feet within the city limits. 

The picture gives us a distant view of the 
suspension bridge, which crosses the river from 
Bridge Square, on the West Side, to the beautiful 
Nicollet Island, which contains about fifty acres. 
The view from this island is very fine, and many 
elegant residences have been built upon it. The 
length of the bridgeway is 630 feet, and its stone 
towers are eighty feet in height. The largest 
cables, or wire ropes, that support the bridge, are 


Note.— Copy the Mississippi from Minneapolis to the St. Croix., 
and locate Minneapolis, Fort Snelling, and St. Paul. Print names 
of counties. 


READING LESSON LXXY. 

MINNEAPOLIS - MILLS AND SCHOOLS. 

EAR the falls, on both channels of the river,, 
are the manufactories, whose machinery is 
driven by the water power. There are twenty- 
seven flouring mills, which can produce 28,000 



THE UNIVERSITY OF MINNESOTA. 





102 


MINNEAPOLIS 


MILLS AND SCHOOLS 



GRINDING ROOM. 


This picture shows a part of the grinding floor of one of the great Minneapolis mills. The wheat passes from the 
floor above, through the spouts, to the rollers and stones below. 

What is the man in the foreground doing ? From what country; do millstones come ? 

How is the building lighted ? Why do you think so ? 


barrels of flour in a clay. This would load 224 
cars, or 2,800 farm wagons. 

The Pillsbury “A” Mill, which is seen in the 
picture, on page 101, at the right, near the great 
arch, is said to be the largest in the world. It can 
turn out 5,000 barrels of flour in a day. 

Long trains of cars come to the mills, loaded 
with wheat, and other trains leave with flour. The 
wheat is taken from the cars, cleaned and ground, 
and the flour is cooled, bolted, packed, and 
weighed, by machinery. Hundreds of men are 
employed about the mills, and millions of bushels 
of wdieat are ground every year. 

Who eat the bread made from this flour? Much 
of the flour is eaten right at home, but more is 
sent abroad. It goes to feed the boys and girls of 
New England, many of whom never saw a field 


of wheat; it is 
sent to other 
parts of our 
own country, 
where very lit- 
tle wheat is 
raised; one- 
third, or more, 
goes over the 
sea to the Old 
World. Eng- 
land is the 
best customer, 
butothercoun- 
tries also take 
a share. 

On the evening of 
the second of May, 
1878. one of the 
largest mills in the 
world, known as 
the Washburn “A,” 
suddenly exploded. 
This was instantly 
followed by the ex- 
plosion of two other 
mills that stood 
near, and by the 
burning of three 
more. Eighteen 
persons lost their 
lives. In the first 
mill, the force of 
the explosion was 
so great that all the 
walls fell, and hard- 
ly one stone was left upon another. These mills have since been 
rebuilt, and others have been added to the number. 

There are nineteen saw-mills. In their booms 
are acres of logs, which were floated down the 
Mississippi from the forests which we saw on its 
head-waters. The logs are drawn up the “ways” 
into the mills by strong chains. They are placed 
on carriages which slide, and the gang and circular 
saws go through them. In a few moments they 
come out of the mills as lumber, to be drawn away 
by teams and piled in the large yards, or to be 
shipped over the state in the cars. 

Besides the mills which we have visited, there 
are factories for the manufacture of agricultural 
implements, planing mills, sash and blind factories, 
oil mills, woolen mills, paper mills, and hundreds 
of other manufactories. 



MINNEAPOLIS 


EARLY HISTORY 


103 



bestI 

xxxx 


BEST 


BEST 

: Patent 


•foDcVVy 




PACKING ROOM. 

Here the flour is put into barrels and sacks. What a busy scene it is! 

the falls after his patron saint, St. Anthony, of 
Padua. He tells us that the “ curling waters ” 
were regarded by the Indians as the dwelling 
place of a great spirit, to whom they were required 
to bring gifts and offer prayers. 

In 1766, Jonathan Carver, a British subject, born 
in Connecticut, was here, and drew the first pict- 
ure of the falls. In speaking of them, and the 
country around, he says: “A more pleasing and 
picturesque view can not be found in the uni- 
verse.” 

In 1837, Franklin Steele made a claim which 
included the falls on the east side of the river, and 
built a log cabin upon it. This was the first house 
in what became the city of St. Anthony. Other 
settlers followed, but it was not until 1848 that 
the first saw-mill, outside of the Military Reserva- 
tion, was started. The first school was taught in 
a little cabin, in 1849, and a post-office was estab- 
lished the same year. 


READING LESSON LXXVI. 

MINNEAPOLIS -EARLY HISTORY. 

f I ^HE first white man who saw the Falls of St. 

Anthony was Louis Hennepin, a Catholic 
priest, who came here in July, 1680. He named 


Clouds of 
smoke rise 
from tall chim- 
neys in all di- 
rections, and 
here steam is 
used instead of 
water power. 

Minneapolis 
is, indeed, a 
great manufac- 
turing center; 
it is also noted 
for its public 
schools. 

The State 
University is 
located in East 
Minneapolis. 

Its grounds are 
on the high 
banks of the 
river, and they 
are adorned by 
many fine old 
forest trees. 

There is a 
large library 
and museum. The University of Minnesota is free 
to all. No doubt some of the boys and girls who 
read this book will finish their education here. 

There are several private schools of note. 

At Curtiss’ Business College, we find many young 
women, as well as young men, who are learning to 
write, to keep accounts, and to transact all kinds 
of business. 

The Minneapolis Academy is a school which fits 
pupils for the State University. 

Augsburg Seminary is a Scandinavian school, 
with many students. 


The packing floor is below the grinding floor. 





104 


THE OLD FORT. 



SHIPPING THE FLOUR. 


Here we see men shipping the flour to all parts of the world. 

Write a story of the wheat from the time it is sown until it is eaten in the Old World. 


As early as 1821, the government had built a saw-mill west of the 
river. This was the first mill erected in Minnesota. It was fitted up 
as a flouring mill, in 1823; here the first wheat was ground. The flour 
was sold to the government, and used by the soldiers at Fort Snelling. 

Col. John H. Stevens was the actual pioneer of 
Minneapolis. He settled west of the river in the 
summer of 1849. One of his daughters, now dead, 
was the first white child born here. Other settlers 
followed, and, by the end of 1850, there was a 
small number of cabins to mark the place of the 
future city. 

Nearly all of the land on which Minneapolis 
now stands was included in the Fort Snelling Mil- 
itary Reservation, and it was not until 1855 that 
the settlers were allowed to “ prove up ” their 
claims. After this the population increased very 
rapidly. The first flouring mill west of the river 
was finished in 1859. 


Minneapolis- 
and St. Antho- 
ny continued 
to grow as sep- 
arate cities un- 
til 1872, when 
the two were 
made one by 
an act of the 
legislature, 
and St. An- 
thony lost its 
name. 

As we look 
over Minneap- 
olis, we can 

hardlv think 
«/ 

that less than 
fifty years ago 
nothing was to 
be seen here 
but the wild 
prairie, the 
trees, the wa- 
terfalls, and a 
few Indian 
wigwams. 

Queries . — Over 
what railroads do 
you think most 
of the wheat is brought to the Minneapolis mills? What 
roads will be most likely to carrj away the flour? Ask 
your teacher to point out some of these roads on the 
map. Is flour shipped by way of the Mississippi to New 
Orleans? 


READING LESSON LXXVII. 

THE OLD FORT. 

F ROM the Falls of St. Anthony to Fort Snell- 
ing, eight miles below, the Mississippi is 
rapid, and the valley is narrow, and walled in by 
ledges and bluffs, from eighty to one hundred feet 
high. 

On our way to the Fort we may see the Falls of 
Minnehaha, which have been called “ Laughing 
Water.” These falls are fifty feet high. They are 
very beautiful in summer, but more beautiful in 



THE OLD FORT 


105 



winter, when the Frost King has laid his hand 
upon them and wrought their spray into many 
curious shapes. 

On the high, 
rocky promontory, 
where the Missis- 
sippi and Minne- 
sota unite, stands 
Fort Snelling, with 
its white walls and 
the Star-Spangled 
Banner above 
them, floating to- 
day as it floated in 

1821. The corner- 

• 

stone of the Fort 
was laid on the 
tenth of Septem- 
ber, 1820. At that 
time, Minnesota 
was a wilderness, 
and the building of 
this Fort was the 
real beginning of 
United States rule 
on the upper Mis- 
sissippi. The name 
first given to the 
Fort was St. An- 
thony; in 1824, the 
name was changed 
to Fort Snelling, in 
honor of Col. Jo- 
seph Snelling, un- 
der whom it was 
erected. 

The first mar- 
riage of white per- 
sons in Minnesota took place on these 
grounds, in 1820. Here, the same year, a 
daughter was born to Mrs. Snelling, the first 
white child born in the state. It lived but a 
few months, and the stone that marks its lit- 
tle grave may still be seen in the military 
burying-ground. The first Sunday school 
established in Minnesota, was held within these 
walls, in 1823 ; and on the second Sabbath in 
June, 1835, thirteen years later, for the first time 


in the state, a church was organized, and the or- 
dinance of the Lord’s Supper was administered. 

The Virginia, 
the first steamboat 
that plowed the 
waters of the up- 
per Mississippi, 
landed here in the 
summer of 1823. 
The Indians called 
it the “ great fire 
canoe.” When the 
boat neared the 
shore, they were 
much frightened, 
and the children, 
squaws and braves 
scampered away 
with streaming 
hair.* About 
these walls, coun- 
cils w r ere held with 
Indian chiefs and 
savage tribes. Here 
came traders, ex- 
plorers, mission- 
aries, and trav- 
elers. 

When the Great 
Rebellion broke 
out, this was the re- 
cruiting place for 
the soldiers of our 
state, and here 
they gathered for 
their discharge at 
the close, of the 
war. Many a brave 
volunteer, who 
marched away to 
the music of the 
fife and drum, came 
not back with his 
comrades. 

Across the river 
is Mendota, the oldest village in the state. It 
had its beginning late in the year 1819, when 

* See History of Minnesota , by Rev. E. D. Neill. 


FALLS OF MINNEHAHA. 

At these falls, Hiawatha 

Paused to purchase heads of arrows 
Of the ancient Arrow-maker, 

In the land of the Dacotahs, 

Where the Falls of Minnehaha 
Flash and gleam among the oak-trees, 
Laugh, and leap into the valley. 

There the ancient Arrow-maker 
Made his arrow-heads of sandstone, 
Arrow-heads of chalcedony, 

Arrow-heads of flint and jasper. 

Smoothed and sharpened at the edges, 
Hard and polished, keen and costly.” 

—Longfellow 


106 


ST. PAUL 



log huts and pickets were erected for those who 
were sent to build the Fort. For many years, 
it was nothing more than an Indian agency and 
trading post. The oldest stone dwelling house 
in Minnesota still stands here. It was built by 
General Sibley, in 1836, and is said to be in a 
good state of preserva- 
tion at the present time. 


OLD FORT SNELLING. 

When Alexander Ramsey, the first Governor of Minnesota, and 
his family arrived at St. Paul, on May 27, 1849, he found no room at 
the public houses there, and became the guest of General H. H 
Sibley, at Mendota. How strange this seems, when we think of the 
many hotels now found in St. Paul. 

In 1825, a party of Swiss, who had settled in the 
Red River Valley, in the Dominion of Canada, and 
had been driven out by the great flood of that year, 
came to Minnesota, and made themselves homes 
on the Military Reservation, mostly near Minne- 
apolis and St. Paul. They cultivated their lands, 
and had considerable stock. They were the pio- 
neer farmers of Minnesota. Fifteen years after- 
ward, these settlers were driven from their claims 
by troops sent out from the Fort, and their cabins 
were destroyed, to prevent their return. 


READING LESSON LXXVIII. 


ST. PAUL. 

ET us visit St. Paul, the capital of the state. 

■ Taking the cars at Mendota, we soon cross to 
the left bank of the Mississippi, and glide along 

close under the 
steep, white, sand- 
stone bluffs, that 
border the bottom- 
lands and form the 
margin of the plat- 
eau, on which a por- 
tion of the city 
stands. In some 
places, buildings 
are seen on the 
brink of the preci- 
pice, eighty to one 
hundred feet above 
us. 

Landing at the 
Union Depot, near the river, we find ourselves 
in the midst of a crowd of passengers. They 
are from all parts of the world, and are coming 
and going on the one hundred and sixty-four 
trains that go in and out of this depot every day. 

There are immigrants from Germany, Scan- 
dinavia, Ireland, and other Old World countries. 
How weary they look, after their long journey 
over sea and land! They are seeking homes in 
Minnesota, Dakota, Montana, or in the British 
Dominions on the north. 

At the wharf, not far away, are steamboats from 
St. Louis and other river towns. St. Paul is at the 
head of navigation, and the boats are discharging 
and taking on cargoes of freight. On the opposite 
bank of the river, which is about one hundred 
rods wide, is West St. Paul, now a part of the 
city, extending over the bottom-lands and more 
distant hills. 

A short distance above us is a long, sloping, 
iron bridge, connecting the high plateau on the 
left bank of the river with the lower lands on the 
right. Carriages and footmen are crossing the 
bridge, eighty feet above the water, and trains rush 
along on the river bank, under the moving crowd. 




ST. PAUL— THE CAPITAL CITY. 107 


Up from the river a little distance, we come to 
the wholesale district of the city. On each side 
of the narrow, well-paved streets, are towering 
blocks of brick and stone, filled with goods to be 
sold to merchants all over the Northwest. The 
firms that do business in these blocks buy their 
goods in the great markets of our own country, 
and many houses import from Europe, Asia, the 
Indies, and South America. 

The retail district is far- 
ther back from the river. 

What fine stores are seen on 
these streets ! Nice clothing, 
beautiful books, luscious 
fruits, and goods of all kinds, 
tempt us to stop and buy. 


READING LESSON 
LXXIX. 

ST. PAUL -THE CAPITAL 
CITY. 

TT^HE people of St. Paul 
are not all engaged in 
trade. There is little water 
power, but good use is made 
of steam. It would be pleas- 
ant to visit its printing and 
publishing houses ; its meat- 
packing and clothing estab- 
lishments ; its boot and shoe 
factories ; its cracker works 
and car works ; and a thou- 
sand other places where use- 
ful things are made. 

Back from the busy streets 
are fine residences, churches, school-houses, and 
other public buildings. On the gentle slopes and 
plateau-like summits of the hills, nearly surround- 
ing the business portion of the city, are thousands 
of homes, away from the bustle of trade. Here 
are some of the most beautiful residences in the 

state, with grounds overlooking the city and coun- 
try around. 

We must not fail to see the Capitol, with its 
high tower supporting the figure of Justice with 
her scales. In this building we find the offices of 


all the state officials. We may call upon His Ex- 
cellency, the Governor, and upon the State Super- 
intendent of Public Instruction, who will, no doubt, 
be glad to see us. 

The Legislature assembles here, once in two 
years, to make laws for the state. The Senate has 
its chamber, and the House its hall, or place 
of meeting. 


We shall be much interested in the rooms of 
the Minnesota Historical Society, the oldest lite- 
rary society in the state. Here is the State His- 
torical Library, containing 22,000 volumes, with a 
museum, a cabinet of relics, pictures, portraits, 
and curiosities. 

It will be pleasant to look over the rare old 
books ; to see the medicine-bags, the ornaments, 
the weapons, and other Indian relics ; and the torn 
battle-flags borne by our brave soldiers on many a 
field. 



THE CAPITOL. 






108 


EARLY HISTORY 



The State Reform School is located at St. Paul. 


READING LESSON LXXX 


Bad boys and girls, under sixteen years of age, who can not be 
governed at home, and are beginning to lead lives of crime, are sent 
here to be kept from evil ways. They are made to study, and learn 
some useful trade. The state wishes them to become good citizens, 
and they seem too young to be sent to a gloomy prison. 

One of the interesting* places in the city is the 
State Fish Hatchery. 

In the hatching-house, with 
its simple troughs, so neat and 
clean, gravelly bottoms, and 
sparkling waters, are millions 
of Ash eggs. The eggs of Cal- 
ifornia salmon, brook trout, 

Lake Superior trout, German 
carp, and other edible fish, are 
hatched, and the small fry are 
kept in ponds until old enough 
to be sent over the state, to 
stock its lakes and streams. 

St. Paul, like Minne- 
apolis, is surrounded 
by lakes, which are 
favorite resorts. Lake 
Como is within the 
city limits, and around 
it is a park of two 
hundred and sixty 
acres. White Bear 
Lake, a few miles out, 
on the St. Paul & Du- 
luth Railroad, is one 
of the prettiest sheets 
of water in the state. 

Here are fine boating 
and fishing, excellent 
hotels, and a large 
number of summer 
cottages, which are occupied by wealthy residents 
of St. Paul. 

Just beyond the city limits, to the west, is 

located Macalester College, which is under the 

control of the Presbyterians. It has fine build- 

%/ 

ings, and a site of forty acres of land, which has 
been platted into a beautiful park. 

Hamline University is between St. Paul and 
Minneapolis. It is under the control of the Meth- 
odist Episcopal Church, and is the oldest church 
school in Minnesota. It was established in Red 
W ing, in 1854, but was removed to its present 
beautiful site some years since. 


ST. PAUL - EARLY HISTORY. 

A S early as 1837, several claims were made 
near Fountain Cave, within the present lim- 
its of St. Paul. In 1840, Benjamin Gervais, a 

French Canadian, 
made a claim farther 
down the river, and 
built a cabin upon it. 
The first sale of gov- 
ernment lands in this 
district took place in 
August, 1848. At that 
time, the old site of 
the city was purchased 
at $1.25 per acre. 

Henry Jackson, af- 
terward of Mankato, 
established the first 
store, during the sum- 
mer of 1842. It was 
built on the height, 
just above the steam- 
boat landing. The 
year after, two small 
trading shops were 
opened by J. W. 
Simpson and L. Rob- 
erts. In 1846, the 
site was chiefly occu- 
pied by a few shanties, 
owned by men who 
sold rum to the Da- 
kotahs and soldiers. About this time, the place 
began to be called Saint Paul’s, because of the 
log church, or chapel, of St. Paul, which had been 
built by the French voyageurs, who came here in 
considerable numbers. 

In 1847, the village had five stores, all of which 
sold liquor, and a dozen or twenty families near 
enough to send to school. The first school-house 
in Minnesota, besides those connected with the In- 
dian missions, stood on the site of the First Pres- 
byterian Church, and is thus described by Miss H. 
E. Bishop, who taught the first school, the year 
named above : 


SIBLEY STREET — WHOLESALE DISTRICT. 



109 


FROM ST. PAUL TO MAIDEN’S ROCK. 


“The school was commenced in a little log hovel, covered with 
bark and chinked with mud, previously used as a blacksmith’s shop. 
It was a room about ten by twelve feet. On three sides of the in- 
terior of this humble log cabin, pegs were driven into the logs, upon 
which boards were laid for seats. Another seat was made by placing 
one end of a plank between the cracks of the logs and the other on a 
chair; this was for visitors. A rickety, cross-legged table in the 
center, and a hen’s nest in one corner, completed the furniture.” 

When Congress passed the act organizing the 
Territory of Minnesota, March 3, 1849, there were 
about three hundred inhabitants. On the 13th of 
June, of the same year, 


READING LESSON LXXXI. 

FROM ST. PAUL, TO MAIDEN’S ROCK. 

T HE Mississippi has grown so large that we 
may well call it the Father of Waters. Be- 
low St. Paul there are huge steamers, with their 
cargoes of freight and crowds of passengers ; 
barges, with their heavy loads ; and rafts of pine, 

on their way from the 


the whole number of 
buildings, including 
shanties and those being 
erected, was one hun- 
dred and forty-two. 

At that time, the lands on the 
west side of the liver were not 
ceded, and the people of the vil- 
lage could look over and see the 
wild Indians on their own soil. 
Their canoes went back and forth 
on the river, and women with 
pappooses on their backs, and 
braves daubed with paint and 
decked with feathers, were com- 
mon on the streets. 


Congress made St. 
Paul the capital of the 
territory, and people be- 
gan to come here from 
all quarters. It was 
more than a month be- 
fore the weekly steam- 
packet brought to the 
citizens the news of what 
Congress had done. 



FOURTH STREET, FROM SIBLEY. 


forests to the mills and 
lumber yards below. 

From St. Paul to the 
state line, some two hun- 
dred miles, the river 
flows along a narrow 
valley, which is bordered 
by bluffs that rise from 
fifty to five hundred feet 
above the water. 

On the left, just below 
St. Paul, is the bluff in 
whose white sand rock 
is Carver’s Cave, named 
for J onathan Carver, who 
visited it in 1767. 
Here, long, long ago, 
as each spring returned 
with its green leaves, 
the Indian bands gath- 
ered in council. 

Below the great bend 
seen on the map, stood 
Kaposia, a Dakotah vil- 


Nine days after the news reached St. Paul, 
James M. Goodhue landed with a press, and, on 
the 28th of April, he published the first number 
of The Pioneer , the first newspaper printed in the 
state. 

From this time on, the city has continued to 
prosper. As we see it to-day, extending over 
twenty-one square miles of land, a city of churches 
and schools, we can hardly think of it as having 
had its beginning in the little half-Indian village 
of 1849. 


lage, with its lodges and humble missionary 
dwellings, where lived Dr. Williamson, who told 
the savages of Christ. Back of the village, on the 
high bluffs, was the Indian burying ground, with 
its scaffolds and tall poles, from which waved 
flags, scalps, and hair. 

As we float along, we see low, wooded islands ; 
benches, or plateaus, one above another ; hill- 
slopes covered with greensward ; rocky walls, or 
cliffs, rising above the slopes ; and clumps of 
trees, dotting the hillsides, or crowning the grassy 


Queries . — Why were these men called “ voyageurs ”? 
What is the meaning of “ceded”? Of “pappooses”? 


heights. 

At Hastings, the river is crossed by the Chicago, 


110 


FROM L.A K E PEPIN TO IOWA 



Milwaukee & St. Paul Railway bridge, which is 
swung open when the steamer, gives its shrill 
whistle as a signal. Landing at this place, we see 
large flouring mills, saw-mills, grain elevators, and 
a furniture factory. The beautiful falls of Ver- 
million River are near the citv. 

Taking our boat again, we drop down to Red 
Wing, nearly twenty miles below. It is a busy 
city, and we must not expect to find its people 
idle. Its mills turn out large quantities of flour 
and lumber ; its factories furnish boots, shoes, fur- 
niture, and many other articles. Stoneware is 
made, and many hands are at work moulding the 
clay into useful vessels, which are baked in large 
kilns. 

Below Red Wing, the river spreads out to a 
width of two or three miles, forming a fine sheet 
of water twenty-five miles long, deep, and with- 
out islands. This is Lake Pepin, which Father 
Hennepin called the “ Lake of Tears.” On its 
shores are several beautiful villages. 

Near the head of the lake is a strange, bold 


headland — La 
Grange Moun- 
tain — which is 
more than 
three hundred 
feet high. It 
seems like a 
great hill split 
down in the 
middle. 

At a great 
bend in the 
lake, on the 
Wisconsin 
shore, stands 
Maiden’s Rock, 
whose top is 
about foui* 
hundred feet 
above the wa- 
ter, with a 
ledge of lime- 
stone two hun- 
dred feet high, 
from which, 
the old legend 
tells us, an Indian maiden leaped, because her 
father would make her marry a brave whom she 
did not love. 

Note. — Copy the Mississippi from St. Croix to foot of Lake Pepin, 
and print names of counties and county seats on map. 


READING LESSON LXXXII. 

PROM LAKE PEPIN TO IOWA. 

O N a beautiful plateau, overlooking Lake Pe- 
pin, is Lake City. How fair it seems, as we 
approach in our boat ! How fine the prospect from 
the land! We see tall columns of smoke, rising 
in the clear air above its elevators, its mills, 
foundry, machine shop, and its plow and wagon 
factories, and we know some of the things which 
its people are doing. 

Near the mouth of that great lumber stream, 
the Chippewa, flowing from Wisconsin, and just 
below the foot of Lake Pepin, on a fine little 







FROM LAKE PEPIN TO IOWA. 


Ill 



LAKE PEPIN. 

Questions on the Picture. — How many kinds of boats can you see on the lake? In what ways are they made to move over the 
water? W hat are seen on the water besides boats? Are the rafts moving up stream or down stream? Where do you think the timber in 
these rafts grew? Are the steamers stern or side wheel boats ? Which way is the wind blowing? Do you think the parties in the pleasure 
boats will be likely to get wet? How many villages can you see on the shores of the lake? Do we call the high lands about the lake hills, 
or bluffs? Where do you think the cars are going? What kind of people are in the canoes? 

Write and tell your teacher all about the things you may see from the rock. 


prairie, is a city with an Indian name — Wabasha. 
Here are large piles of lumber, machine shops, a 
furniture factory, and other buildings. A railroad 
bridge crosses the river at this point. 

Below Lake Pepin, the grand old bluffs rise 
much higher than they do near St. Paul. They 
stand in long lines, from one to three miles apart, 
bounding the valley on either hand. Our boat 
touches the landing at this little village in Minne- 
sota, and then at another in Wisconsin. The great 
river winds along the valley, now carrying us near 
the bluffs on one side, then on the other. 


At last we come in sight of Winona, whose 
name is an Indian word, meaning “ first born 
daughter.” The city stands on Wapasha Prairie, 
once the lovely dwelling place of an Indian chief 
by that name. Beyond the city, on the margin of 
the prairie, are steep and gently sloping bluffs, with 
thickly wooded ravines. Sugar Loaf is a high 
bluff, like a half loaf of sugar, from whose sides 
stone is quarried for building and for lime. 

The great iron bridge of the Chicago & North-Western Railway 
crosses the Mississippi here. This was the first railroad built in this 
part of the state. It connects the Mississippi with the mighty Mis- 










112 


IN THE BLUFF BELT. 


souri at Pierre, stretching clear across the beautiful rolling prairies 
of Minnesota and Dakota, with their streams and silver lakes, and 
opening up the country of the Black Hills, with its fine scenery and 
golden treasures, and the Upper Missouri region, famed for its 
wonders. 


READING LESSON LXXXIII. 

IN THE BLUFF BELT. 



Winona is one of the most important cities in 
the state. It manufactures lumber, flour, carriages, 
farm wagons, and other implements. We see 
many fine residences, along broad, shady streets, 
which are lighted with gas. It has water works, 
with miles of pipe; a stand pipe two hundred and 
ten feet high; and pumping works which will lift 
millions of gallons of water daily. Its cemetery 
is one of the most beautiful in the state. 

The finest structure in the city is the First State 
Normal School building, the corner-stone of which 
was laid in October, 1866. The first cost of the 
building and grounds was nearly $160,000, of which 
sum the citizens of Winona paid $-13,000. It was 
completed and occupied late in 1869. 


Iu the building is one of the finest museums in the Northwest. 
There are beautiful corals, shells, minerals, and strange plants and 
animals that have hardened into stone. There is the skeleton of a 
mastodon, a huge creature that lived hundreds of years ago. The 
Normal School, at Winona, was first opened in another building, in 
September, 1860, with Prof. J. Ogden as Principal. 

On the river, below Winona, we find the same 
grand scenery that we saw above. Near La Cres- 
cent, is the immense bridge of the Chicago, Mil- 
waukee & St. Paul Railway, one of whose branches 
extends through the southern counties of the state, 
to Dakota. 


Note.— Copy the Mississippi from Lake Pepm to the Iowa line, 
locate cities, and print names of counties bordering on the river. 


W E will now travel over Houston, Fillmore, 
Mower, Freeborn, Steele, Dodge, Olmsted, 
Winona, Wabasha, Goodhue, Rice and Dakota 
Counties, and learn something about the fine 
farming region drained by the Root, Zumbro, 
Cannon, Vermillion and Cedar Rivers. 

The bluffs of the Mississippi extend from three 
to fifteen miles back from the river. To reach 
the prairie beyond, we must follow a road along 
some winding valley. Here are clear brooks and 
many cool springs gushing from the foot of the 
bluffs. There are green meadows, small fields of 
grain, with pastures on the slopes, where graze 
cows, horses and sheep. Farm houses and barns 
are built behind the steep, sheltering hills, where 
the cool winds of winter do not come. School 
houses are seen in cozy nooks by the roadside, 
and the grist mill, with its whirling wheel, stands 
by the swift stream. 

Sometimes we see a village, with its store, where 
the post-office is kept, its blacksmith shop, school 
house, and church with its little spire. Many of 
the bluffs have level tops, or ta*bl e-lands, on which 
are fields that are reached by roads leading up 
wild ravines. 

As we pass up the valley, the scene changes at 
almost every step. Most of the bluffs are crowned 
with limestone, which has curious shapes. There 
are towers, fortresses, and overhanging cliffs, 
where clings the red cedar or the white birch. On 
the table-land and on the slopes grow the oak, the 
poplar, and the iron wood. In the narrow valley 
are the basswood, the elm, maple, and other trees, 
with many climbing vines. 

Narrower, steeper and rockier grows the valley, 
until it becomes a mere gorge, with ragged rock 
walls. All at once, we find ourselves on the high, 
rolling prairie, which stretches away farther than 
we can see. The prairie is as high as the tops of 
the bluffs, and, looking behind us, the bluffs have 
disappeared. 

We have seen but a single valley, with its road, 
leading through the bluff belt, which lies along 
the Mississippi, and along the Root, the Zumbro, 


ON THE ROLLING PRAIRIES. 


113 


the Cannon, and other large streams, extending 
far up their courses. In Houston, Fillmore, Wi- 
nona, Olmsted, Wabasha and Goodhue counties 
there are many such pleasant valleys, with their 
streams, rock-crowned bluffs, farms, and villages. 

In this section of the state are many quarries. 
The stone is used for building houses and bridges, 
and for making lime. Much of it is shipped to 
other parts of the state, and even to Dakota. 

Extensive quarries are found near Caledonia, 
Houston County; at Rush ford and Lanesboro, 
Fillmore County; at Stockton, Winona County; 
at Mantorville, Dodge County; and at Frontenac 
and Red Wing, in Goodhue County. 


Note.— Draw the Vermillion, the Cannon, the Zumbro, the Root, 
the Cedar, and their chief branches. Print names of all counties 
drained by these streams. 


READING LESSON LXXXIY. 

ON THE ROLLING PRAIRIES. 

W E are now on the border of the prairies, 
west of the bluff belt. There are large 
bodies of timber, especially on the Root, the Zum- 
bro, the Cannon, and their chief branches, which 
supply the neighboring prairies with fuel. All 
over the prairies of this section, groves have 
sprung up, or have been planted. A few pines 
cling to ragged precipices, but evergreen forests 
are not found here. 

Rambling in the woods, we see the elm, with its 
wide-spreading branches ; the basswood, with its 
honey-giving blossoms for the bee ; the hard 
maple, with its sweet sap ; the oaks, with their 
loads of acorns for the squirrels ; the butternut, 
and the black walnut, with their rich nuts for the 
winter fireside ; the poplar, with its quivering 
leaves ; the cherry, with its sour fruit ; the willow, 
the box-elder, and the soft maple, with their early 
spring blossoms ; and many other trees. 

In the thickets, we find the wild plum ; the 
thorn, with its sharp spines ; and the crab-apple, 
with its fragrant blossoms. Here, too, are climb- 
ing plants, such as the woodbine, the bittersweet, 
the ivy, the frost-grape, and the honeysuckle. 

In the rich soil of the bottom lands, grow the 

8 


prickly-ash, with its spicy bark ; the gooseberry 
and black currant ; the moosewood, with its sweet 
berries ; the elder, with its large bunches of blos- 
soms, and pithy stems waiting to be made into 
pop-guns ; and the bladder-bush, with its strange 
little pods. In the shady places, we may gather 
the golden mandrakes ; and dig the ginseng, the 
spikenard, and sarsaparilla, for the sick and the 
wounded. 

East of a line drawn south from Mendota to 
Iowa, there are few lakes ; some counties have 
none. West of this line, we enter the lake region 
of the state. In Freeborn, western Rice, and Da- 
kota, are many lovely sheets of water. 

Nearly all of this section is thickly settled, and, 
as we travel over it, we see beautiful fields, farm- 
houses and school-houses on everv hand. After 
harvest, thousands of stacks rise up as by magic, 
and the hum of the thresher is heard through all 
the autumn days. What piles of wheat, oats and 
barley are raised ! Here, too, are sleek cattle and 
horses, fine sheep, and swine. 

In many places are creameries and cheese-fac- 
tories, where loads and loads of golden butter and 
rich cheese are made. Here and there, orchard 
trees bend under their weight of fruit. It is, truly, 
a land of plenty. 

Large quantities of wheat are floured at mills, 
all along the streams; but much of the produce of 
this region goes to the river towns. 

Farmers load their heavy wagons, or bob-sleds, with what they 
have to sell, and make their way, through the bluffs, to market. They 
return to their homes with lumber, groceries, dry goods, and green- 
backs. So we see how Trade and Spade help each other. 

The farmers far back from the river, find a market at the villages 
or cities along the lines of railway which we see on the map. Not 
many years ago, they drew their crops long distances, with horses 
and oxen, camping out, night after night, going and coming. Now, 
long trains, drawn by engines with their white plumes of steam, fetch 
and carry all the people buy and sell. 

There are many prosperous cities and villages in 
this section. We will learn something about the 
largest of these. 

In a broad valley, where four valleys meet, 
stands Rochester, with its wide, shaded streets and 
many fine residences. From one of the bluffs by 
which the valley is partly surrounded, we get a 
fine view of the city and of the country around. 
The Second Hospital for the Insane is seen in the 
distance. Going through the business streets, we 


114 


THE DEAF, DUMB, AND BLIND. 


see hundreds of farm wagons, whose owners have 
come in for business or for pleasure. Flour, wheat, 
hogs, cattle, butter, and cheese, are shipped 
in large quantities. 

Albert Lea is very pleasantly sit 
uated on a lake of the same 
name. It manufactures brick, 
iron and wooden goods, and 
ships much grain and other farm 
produce. Its two railways bring 



is beautifully located. It has several manufacto- 
ries, and is the center of a large trade. Preston, 
the county seat, has a fine situation upon 
+ he banks of Root River. Its flouring 
mills were established in territorial 
days. 

Caledonia, which is the countv 
seat of Houston County, is a 
beautiful prairie town, with 
many fine views. 


DEAF AND DUMB AND BLIND INSTITUTE, FARIBAULT. 


many passengers who are seeking health or pleas- 
ure. Albert Lea College is located at this point. 

Austin, on the Red Cedar River, is a fine town. 
It manufactures farming tools, barrels, and other 
articles, and has a large establishment for canning 
vegetables and fruits. 

Owatonna, on Straight River, is a business cen- 
ter. It manufactures farm implements, carriages, 
and flour. It has mineral springs, whose waters 
are used by the sick. It is the seat of Minnesota 
Academy, an institution which is under the control 
of the Baptists. 

Horthfield is situated on the Cannon River, which 
furnishes much water power. It has several man- 
ufactories of flour and other articles. It is the seat 
of Carleton College, whose fine buildings are seen 
as we pass along the railroad. This institution is 
under the control of the Congregationalists. 

On the opposite side of the city is St. Olaf Col- 
lege, overlooking the city. This is one of the 
leading Scandinavian schools in the state. 

Spring Valley, in the large county of Fillmore, 


Note.— L ocate tbe county seats and chief towns of this rolling 
prairie section. 


READING LESSON LXXXV. 

THE DEAF. DUMB, AND BLIND. 

A T the junction of Straight and Cannon Riv- 
ers, just on the border of the Big Woods, is 
the city of Faribault, with its many fine residences 
and manufactories. Here are located Seabury 
Divinity School, the Shattuck School for boys, and 
St. Mary’s Hall for girls, three institutions, occu- 
pying fine buildings, all under the management of 
the Right Reverend Bishop H. B. Whipple, of the 
Episcopal Church. 

We shall be much interested in the Minnesota 
Institute for the Deaf and Dumb and Blind, and 
the School for Idiots and Imbeciles. In the School 
for the Deaf and Dumb are pupils from all parts 
of the state. Some are children, and others are 
grown men and women. Many of them have never 
heard a mother’s voice. 



THE MINNESOTA VALLEY. 


115 


For them there are no sweet songs; the baby's 
prattle, the voices of playmates, the rustle of 
leaves, the patter of the summer rain upon the 
roof, are not heard. With pleasant sounds all 
about them, they live in a silent world. 

When they came here to school, some, who 
had grown quite large, did not know their own 
names or the names of the dear mothers who had 
watched over them so long. Now, they can talk 
with friends ; they read good books ; they write 
nice letters to their parents; and they seem cheer- 
ful and happy. They are also learning useful 
trades, and, when their school days end, they can 
go out into the world and get an honest living. 

There is a sewing room, a shoe shop, a tailor 
shop, a cooper shop, and a printing office, where 
the pupils work a part of each day; and they will, 
no doubt, be glad to do our sewing; to fit us out 
with good shoes; to take our measures for suits of 
clothes ; to furnish tubs for our butter ; and to 
print a nice book for us. Shall we not leave our 
orders V 

In another part of this fine building is the 
School for the Blind. They can not see the faces 
of friends, the houses in which they live, the beau- 
tiful fields, the singing birds, or the stars in the 
sky. For them there is no day. 

They use books with raised or pointed letters, 
that stand up from the page, somewhat like the 
letters we have seen on a stove. The blind child 
moves the tips of its fingers over the raised letters 
of the words, in each line, and tells what the 
words are by touch. They have music books, with 
raised notes, and many pupils sing and play very 
sweetly. To hear the blind play upon the violin 
and the piano, and to hear their voices blending in 
song, is pleasant. 

The boys are taught to make brooms; and the 
girls learn to do plain sewing by hand and on the 
machine; they also knit, crochet, and do simple 
housework. The girls, and the smaller boys, are 
taught to make fancy bead work. 

Not far away, in another building, we find poor 
children and youth who have weak minds. When 
they come here, some of them do not know enough 
to feed or dress themselves, to wash their faces, 
or comb their hair. Kind teachers care for them, 
and some learn to read and write, to keep them- 


selves clean, and they join in the sports of other 
children. 

The building seen in the picture was erected by 
the state. What would the deaf and dumb, the 
blind, and the imbeciles, do without these kind 
teachers and the help which the state gives ? 


READING LESSON LXXXYI. 

THE MINNESOTA VALLEY. 

P ASSING to that part of the state which is 
drained by the Minnesota River, and its 
branches, above the Great Bend, and by the Des 
Moines and Rock, which flow across the southern 
boundary, we find a beautiful prairie region, in- 
cluding more than twenty counties. 

A thousand silvery lakes dot the rich, green 
prairies of this section, and hundreds of clear 
streams are seen flowing on their winding way. 
On the margins of many of the lakes and streams, 
we trace narrow fringes of forest trees, shrubs, and 
vines, such as we saw farther east. 

Stretching across the southwestern part of the 
state, from northwest to southeast, is the Coteau 
of the Prairies, a plateau, or high prairie, from 
twenty to thirty-five miles wide, with a very gentle 
ascent. On this plateau are many low, rounded 
ridges, or hills, among which are clear, deep lake- 
lets. From these lakelets flow streams which have 
worn their way down the slopes, forming pleasant 
valleys. 

The Coteau is the height of land, or divdde, be- 
tween the tributaries of the Minnesota and the 
rivers running* south. 

On the high prairie, near Pipestone City, is the 
Red Pipestone Quarry, once held sacred by the 
Indians. This is a ledge, or bluff, of flesh-colored 
rock, called jasper, twenty to twenty-five feet 
high, and about three miles long. Near this ledge, 
for many generations, the tribes of the Red Men 
dug stone for their pipes. They thought that the 
Great Spirit opened the quarry for them, and they 
heard his voice in the thunder when they came 
here. It was very hard for the Indians to give up 
this sacred spot, and come here no more. 

North of Lu verne, in Rock County, are the 


i 


116 


MORE ABOUT THE GREAT VALLEY. 



VIEWS NEAR PIPESTONE CITY. 


Down the rivers, o’er the prairies, 
Came the warriors of the nations, 
Came the Delawares and Mohawks, 
Came the Choctaws and Camanches, 
Came the Shoslionies and Blackfeet, 
Came the Pawnees and O malias, 


“ Came the Mandans and Dacotahs, 
Came the Hurons and Ojibways, 

All the warriors drawn together 
By the signal of the Peace-Pipe, 

To the Mountains of the Prairie, 

To the great Red Pipe-stone Quarry. 


No stones or stumps 
are in the way of the 
plow, as it turns the 
dark soil. All the 
grains are raised, and 
the blue blossoms of 
the flax wave over 
thousands of fields. 
Many cattle feed on 
the wild prairie grass, 
and we may well 
think of beef, pork, 
butter and cheese as 
leading products. 

Much wild hay is 
cut and baled for 
market. In some of 
the western counties, 
hay is burned for fuel. 
Here, boys twist hay 
at the stack, instead 
of cutting wood at 
the pile. 


Note.— C opy the Minne- 
sota from the head of Big- 
Stone Lake to the mouth of 
the Blue Earth. Copy its 
branches. Copy the Rock 
and Des Moines. 


Blue Mounds, whose craggy ledges rise from the 
valley in a strange way. The jasper of this region 
is quarried for building, for flagging, and for other 
uses. 

In the lakes and streams of this great prairie 
section, are fish and water-fowl in abundance. 
Geese, ducks, sand-hill cranes, and prairie chick- 
ens, swarm on the fields in the spring and fall, and 
the sportsman’s gun is then heard. Fishing par- 
ties have fine times with the rod and trawlinoyline. 
Many of the lakes are fine bodies of water, on 
which steamers, and other boats with their white 
sails, may be seen. Every summer, pleasure par- 
ties visit the villages on their shores. 

At Lake Shetek, in Murray County, and near Spirit Lake, just over 
the Iowa line, in 1857, thirty settlers were killed by a small band of 
Indians under Inkpaduta. On page 79, we see Spirit Lake as it is 
to-day. 

Farming is the chief occupation of the people. 


READING LESSON LXXXVII. 

MORE ABOUT THE GREAT VALLEY. 

T HERE are large tracts of unsettled land, 
where the grass and gay wild flowers still 
grow, as they did when great herds of buffalo, 
elk and deer roamed over these broad prairie 
swells. Here the settler will soon come, to build 
his house, to turn the tough sod, and plant his 
grove to break the biting winter winds. 

The Minnesota river flows through a valley from 
one to four miles wide, and from one hundred to 
two hundred and twenty-five feet deep. In some 
places the prairie slopes very gently to the mar- 
gins of the valley, and in others there are steep 
bluffs or high ledges. Its tributaries enter the 
river through deep-cut valleys. 



FROM THE REDWOOD TO THE BLUE EARTH. 


117 


In Lac qui Parle County, we see scanty fringes 
of timber, with a few groves on the bluffs, and in 
the ravines. Farther down, the timber grows 
heavier, until we reach the Great Bend and the 


At Redwood Falls, the river has cut its way in 
the solid rock, and descends a hundred feet in 
half a’ mile. Its deep gorge is two miles long, and 
here is one of the wildest scenes in our state. 


Big Woods. When we leave the valley at any 
point, we come at once to the broad, treeless prai- 
rie, whose surface is as high as the tops of the 
bluffs along the river. 

A small brook, which flows into Big Stone Lake 
is the beginning of the Minnesota. This lake, 
receives its name from the Big Stone, or granite 
ledges, just below its outlet. It is twenty-six 
miles long, with wooded ravines and high, wooded 
shores, walled with bowlders. Near the foot of 


Note.— Print the names of all the counties drained, wholly or in 
part, by the Minnesota and its branches, on the south. Print names 
of counties drained by the Rock and Des Moines. Locate county 
seats. 


READING LESSON LXXXVIII. 

FROM THE REDWOOD TO THE BLUE EARTH. 

A FEW miles below the mouth of the Red- 
wood, was the Lower Sioux Agency, where 



the lake are several large, wooded islands, 
ply on the lake during the 
hot season. Ortonville is 
at the foot of the lake 
Some distance below, 
we come to Lac qui Parle, 
or the “ lake that talks ” 

(or echoes), and the village 
by the same name. 


Here, more than fifty years ago, 
Joseph Renville, after whom Ren- 
ville County was named, had a trad- 
ing post, and here, on the ninth of 
July, 1835, a mission was established 
by Dr. Williamson. His party was 
seventeen days in coming from Fort 
Snelling, and they saw neither man 
nor beast on the way. 

In a church of unburned brick, 
built at this place in 1841, was the 
first bell used in Minnesota. Here, 
in 1838, the first flax and wool were 
spun in the state; and, in 1839, the 
first web of linsey was woven. The 
work was done by two Sioux women 
and two girls, who were taught by 
the wife of A. G. Huggins, assistant 
missionary. John Other Day, who 
saved sixty lives at the time of the 
outbreak in 1862, was converted at 
this mission. 


Boats many men, women and children were massacred 

by the Indians, in the great 
Sioux outbreak of 1862. 


After the treaty of 1851, the dif- 
erent tribes of Indians called Sioux, 
whose hunting grounds covered a 
large portion of the Territory of 
Minnesota, were gathered on two 
reservations, extending, for a hun- 
dred miles or more, along the up- 
per Minnesota. The Upper Sioux 
Agency and the Lower Sioux Agen- 
cy were established by the govern- 
ment, on these reservations, and 
about these agencies hundreds of 
savages sometimes gathered. 


ONE DAY’S SPORT. 


At the time of the out- 
break, southwestern Min- 
nesota was very thinly 
settled. Here and there, 
hardy pioneers had taken 
claims, and were living 
without thought of dan- 
ger. All at once, the 
savages swept along the 
frontier, killing nearly a 
thousand people. Many 
of the settlers who were 
left, fled in terror to the 


The Chippewa is the largest tributary flowing 
from the north. Its valley is very fertile, and it 
drains Lake Whipple, in Pope County, a beautiful 
sheet of water, on which Glenwood is situated. 

At Granite Falls, the river rushes over rocky 
reefs, falling fifty feet in five miles. Rocks from 
thirty to seventy-five feet high, rise from the valley. 
Here is a fine water power, which is partly improved. 


older portions of the state. The savages were pur- 
sued by an armed force, under Gen. H. H. Sibley, 
who defeated them, and many were taken prison- 
ers. Twenty-eight of the leaders were hung at 
Mankato. 

Old Fort Ridgely, on the high bluffs of the 
river, in the western part of Nicollet county, was 
attacked, but did not surrender. 


118 


IN THE BIG WOODS. 



Note.— Print the names of all the counties drained, 
wholly or in part, by the Minnesota and its branches, on the 
north. Locate county seats. Copy the large lakes of the 
upper Minnesota Valley. 


READING LESSON LXXXIX. 


IN THE BIG WOODS. 


New Ulrn is the largest city on the upper Min- 
nesota. It was settled by Germans, who defended 
it with great bravery when attacked by the sav- 
ages. Here are mills, foundries, breweries, and 
many business houses. The place is built on sev- 
eral benches, or plateaus. 


bago City and Blue Earth City, two beautiful and 
prosperous towns. Farther west, is Fairmont, on 
its chain of lakes, with wooded and prairie shores, 
where health-seekers resort. 

Scattered over southwestern Minnesota, are 
many other thriving villages and young cities, 
whose names are seen on the map. Here 
the farmers come with their produce, *to ex- 
change for the goods and wares of the 
townspeople. One class can not live with- 
out the other, nor can either get along with- 
out the railroads. 

Over the prairies glide long trains of cars, 
with dry goods and groceries from St. Paul, 
lumber and machinery from Minneapolis 
and Stillwater, coal from Iowa, glass and 
nails from Pittsburg, and immigrants from 
the East and from the Old World. 

What do the cars carry away from this 
part of the state ? 


MINNEOPA FALLS, NEAR MANKATO. 

The eastern counties oi this section, drained by 
the Blue Earth and its tributaries, are thickly set- 
tled. Fine farm-houses, barns and orchards are 
seen. The Blue Earth is the largest tributary of 
the Minnesota. It is a river with many branches, 
which spread out somewhat like a fan. 

The French explorer, Nicollet, who visited the Blue Earth Valley 
fifty years ago, was so charmed with its prairies, its woodlands, its 
lakes, and its streams, that he called it the “Undine Region,” after 
Undine, a water-sprite of the old German tale. 

Toward its mouth, in the high, rocky banks, is 
found the blue earth which gave the river its name. 
The savages used this earth for paint, with which 
to color their faces and half-naked bodies. 

On the upper waters of this stream are Winne- 


L EAVING the broad prairies, we enter 
the Big Woods. This great body of 
hard-wood timber covers the northeastern 
part of Blue Earth County; the northern part of 
Waseca; the western part of Rice, as far east as 
Faribault and Northfield ; all of Le Sueur and 
Scott, except a few small prairies; most of Hen- 
nepin and Wright; all of Carver; the eastern parts 
of Meeker, McLeod, and Sibley; and a small por- 
tion of Nicollet. 

How different is this portion of the state from 
that we have just left ! Traveling in this region, 
we find many fine farms. Here the 
chop, to burn brush and log heaps, and to plow 
among the stumps. After many years, the stumps 
decay, and the old settler, as he walks over his 
smooth fields, enjoys the fruits of his hard labor. 

In the winter season, the sound of the ax is 


boys learn to 


FROM ST. PETER TO MINNETONKA. 


119 


everywhere heard, and the clearings grow larger. 
Hundreds of teams are drawing wood to the sta- 
tions, or to homes on the great prairies. Along 
the railways, there are long lines of cordwood ; 
huge piles of staves and hoop-poles ; with saw- 
mills here and there, where lumber is cut for 

building or furniture, for wagons, and many other 

» 

uses. 

In this part of the state, the farmers have two 
harvests in a year — the harvest of the held, and 
the harvest of the forest. The crop of grain grows 
in a single summer, but the crop of wood has been 
growing for centuries. 

In the timber are many clear, deep lakes, with 
fish and fowl, where people resort in summer. 
Among these are Lake Elysian and Lake Madi- 
son. Near the beautiful city of Waseca, are Clear 
Lake, and several other bodies of water, on which 
are boats to convey us to Maplewood Park, whose 
grounds have been fitted up for summer meetings. 

These lakes are reached by the Chicago & 
North-Western and the Minneapolis & St. Louis 
Railways. 

Mankato, 'the largest city in southwestern Min- 
nesota, is near the limit of the Bio; Woods in that 
direction. It manufactures large quantities of ce- 
ment and common lime; linseed oil, from the flax 
grown on the prairies ; beer ; tire brick, pottery, 
drain tile, and common brick, from its banks of 
clay. There are flouring mills, wagon works, 
stone quarries, foundries, and many other interest- 
ing things, to be seen here. 

Beautifully located on a narrow bench of land 
overlooking the city, is the Second State Normal 
School building. In the background are high, 
partly wooded bluffs, with residences here and 
there. On the grounds is a fine grove of butter- 
nuts, bordered by a deep, shady gorge, with its 
little stream. Within, we find pleasant rooms and 
many industrious and cheerful pupils, gathered 
from all parts of the Minnesota Valley. The peo- 
ple of Mankato give the school a hearty support. 
It was first opened in 1868, in the basement of the 
Methodist Episcopal Church, with Prof. George M. 
Gage as Principal. 

On the railroad, a few T miles down the river, is 
Kasota, where a beautiful, buff-colored limestone, 
much used in building, is quarried. Here are 


many flat cars loaded with stone for Minneapolis, 
St. Paul, and other places. 



SECOND STATE NORMAL SCHOOL, MANKATO. 

A little farther down, on the opposite side of 
the river, which is crossed by a long railroad 
bridge, we come to the Eirst Hospital for the In- 
sane. How large it is, and how beautiful the 
country around ! In this building the state has 
provided rooms for five hundred patients. All 
the rooms are filled with men and women who 
have lost the right use of their minds. They are 
brought here to receive kind and skillful treatment, 
in order that they may be cured and sent back to 
their friends. The state provides a physician and 
attendants, and does all it can for these* unfortu- 
nate people. 

Queries . — What is cement? Fire brick? What are 
drain tile? 


Note.— Copy the Minnesota from the Blue Earth to Fort Snelling, 
and print names of counties and county seats. 


READING LESSON XC. 

FROM ST PETER TO MINNETONKA. 

S T. PETER, in whose suburbs the Asylum for 
the Insane is located, stands on a plateau, 
with a higher prairie plateau on the west. It has 
mills, furniture and cigar factories, cooper shops, 
breweries, a creamery, and stone quarries. 

Here is located Gustavus Adolphus College, an 
institution under the control of the Swedish Au- 
gustana Synod. 




126 


PARK REGION OF THE RED RIVER. 



VIEW ON LAKE MINNETONKA. 


Just below tlie city was a noted place called Traverse des Sioux, 
where, for ages, the Indians crossed the river. At this point, in 1851, 
were gathered the tribes of Sioux, to make a treaty by which all the 
land west of the Mississippi was ceded to the United States. The 
Rev. Mr. Hopkins, a missionary, lost his life when bathing in the 
river, at the very time of rejoicing on account of the treaty. 

Here was a fur trading post, owned by John Jacob Astor, and a 
mission in charge of the Rev. S. R. Riggs. This mission was estab- 
lished in 1843. 

Below this point are wooded bottom lands, with 
grassy meadows here and there ; hill slopes, benches 
and high plateaus, covered with noble trees, clear- 
ings, and small prairies, on which are jagged rocks. 

On our way are Le Sueur, with its wagon and 
furniture factories; Henderson, Carver, and Chaska, 
with its great brick yards, and cars loaded with 
cream-colored brick. 

At Shakopee, we see many lime-kilns, wagon 
shops, cooper shops, iron works, and other indus- 
tries. 

At this place resided the chief Shakpay, who was hung at Fort 
Snelling, for participation in the massacre of 1862. 

In 1847, Rev. Samuel W. Pond, a missionary, erected the first frame 
house above Fort Snelling. The lumber was bought at Point Doug- 
lass, and drawn on the ice, by oxen, to the Fort, where it was framed 
and sent to Shakopee in the spring. 

In the northern part of the Big Woods, in Hen- 
nepin County, is Lake Minnetonka, the most noted 
resort in Minnesota, or in the Northwest. The 
lake is eighteen miles long and from one to five 
miles wide. There are so many capes, peninsulas, 
• and bays, that the coast line is nearly three hun- 
dred miles in length. The thick forest approaches 
the shore at many points. 

We see cottages, villas, and tents, here and 
there. Along the shore, little villages have sprung 
up in several places, and large hotels have been 


built, to accommodate people who 
come from all parts of the United 
States to spend the summer here. 

Large palace steamers, with their 
bands of music, plow the lake, carry- 
ing crowds of gay passengers; fairy 
sail-boats glide to and fro upon the 
crystal water; and every hour the 
trains of the Minneapolis & St. Louis 
Short Line and the St. Paul, Minne- 
apolis & Manitoba roads come from 
St. Paul and Minneapolis with loaded 
coaches. Beautiful pleasure grounds 
have been fitted up by the capitalists of the 
“ dual cities.” _____ 

Note.— Copy Lake Minnetonka. 


READING LESSON XCI. 

PARK REGION OF THE RED RIVER. 

T EN or twelve miles west of Lake ltaska, in a 
country of hills, swamps, marshes, lakes, and 
forest, is a nameless lakelet in which the Red 
River of the North has its source. 

If we could stand high above the earth and look 
down upon Becker and Otter Tail Counties, 
which are partly drained by this river and its 
branches, we should see many, many lakes — mir- 
rors of the sky and clouds; hundreds of hills, with 
their green slopes; prairies; groves and broader 
woodlands, with the dark pine in some parts. It 
is said that Otter Tail County, alone, has nine 
hundred lakes. 

In the eastern and southeastern portions of 
Otter Tail, and in the northern part of Douglass, 
are the Leaf Hills, or Leaf Mountains, whose tops 
are from one hundred to three hundred feet above 
the level of the lakes found among them, and 
whose highest summit is 1,750 feet above the sea. 

These hills are not at all like the wild, rocky ridges near Lake 
Superior, or tlie limestone bluffs in southeastern Minnesota. They 
are great ridges, or mounds, of clay, gravel, and bowlders, mingled 
together. From their summits we get grand views of the country, 
far and near. 

Otter Tail Lake is ten or twelve miles long, and 
three miles broad. It is the largest lake in this 


THE GREAT VALLEY OF THE RED RIVER. 


121 


part of the state, but it is not so beautiful as Bat- 
tle Lake, Pelican Lake, or Detroit Lake, which is 
near Detroit City, a pleasant summer resort. 

Otter Tail takes its name from a long strip of land, shaped like 
the tail of an otter, where the river enters the lake. It is said that 
this name was given it by the Red Men. 

At Fergus Falls the Red River descends more 
than two hundred feet in four miles, forming seven 
cascades and as many water powers. Five of the 
powers are improved, and we see mills where the 
golden wheat is ground; and where paper, lumber, 
woolen rolls, plows and machinery are manufact- 
ured. The city has the telephone, the electric 
light, gas, and water works. It is a railroad cen- 
ter, and has a large trade with the surrounding 
country. 

Not far below Fergus Falls the river enters a 
boundless prairie, which becomes more and more 
level, until it forms a vast plain, as flat as a floor. 
This is the great Red River Valley, which is forty 
miles wide at Breckenridge, and nearly one hun- 
dred and fifty miles wide where it enters Manitoba. 

At Breckenridge the Red River receives an im- 
portant tributary from Lake Traverse, a fine body 
of water, some twenty-five or thirty miles in length, 
once connected with Big Stone Lake. 

Note.— Copy Red River from Elbow Lake to Breckenridge. Copy 
the lakes whose names are given on the map. Print names of coun- 
ties drained by this river, and of county seats. 


READING LESSON XCII. 

THE GREAT VALLEY OF THE RED RIVER. 

OLLOWING the river from the head of 
steamboat navigation, at the city of Breck- 
enridge, to St. Vincent, more than six hundred 
miles by the windings of the stream, we do not 
find a bluff, a hill, or a ledge, to break the level of 
the valley, which stretches away from either bank, 
farther than we can see. 

Right through the fine, deep, rich soil, into the 
clay below, the river has cut a channel from twenty 
to sixty feet deep, with steep sides. The tribu- 
taries have cut across the valley in the same way. 

Timber is seen only here and there, in narrow 
fringes along the streams. Ash, box-elder, bass- 
wood, oak, and soft maple, with many varieties of 


shrubs, are found. In June, the air is fragrant with 
the perfume of wild roses, which form a thick 
growth along the river. 

Below the “south bend,” the waters appear 
quite milky. In the spring, great piles of ice are 
formed, and the floods almost fill the high banks. 

That part of the Red River Valley which is in 
Minnesota is large enough for thousands of farms. 
No better soil for wheat is found in the wide 
world, and this is the staple product. Here, in 
harvest time, hundreds of reapers clip down and 
bind the yellow grain. How broad the golden 
fields appear ! Other kinds of grain and roots 
grow in the rich soil, and the wild grasses make 
the farmers’ cattle fat and sleek. 

Buffalo and elk once roamed here in great num- 
bers, and it is but a few years since the hunters 
pursued them over these plains, sometimes killing 
hundreds in a single day.* 

This is a newly settled portion of the state, and, 
as we pass along, we see many breaking teams, 
turning the sod in long furrows, and there are 
large tracts yet untouched by the plow. 

Railroads have been built in the vallev, and we 
find thriving villages and cities wherever we go. 
Tall elevators stand at every station, at which are 
long lines of farmers’ wagons, loaded with “No. 1 
Hard ” wheat. 

Moorhead is a fine little city, with mills, brick- 
yards, and farm machinery and other factories. 
It has pleasant parks, and good public buildings. 
Its steamers carry large quantities of freight, land- 
ing at any point along the river to take on or dis- 
charge their cargoes. 

On Red Lake River, the largest tributary of the 
Red River, is Crookston, a city with many stores, 
several manufactories, repair shops, and a large 
country trade. 

Above, at Red Lake Falls, is one of the best 
water powers in the Northwest. This power is 
already partly improved. 

Red Lake is the largest of Minnesota’s ten 
thousand lakes. Millions of feet of pine are 
growing in the country near about it. Some day 
this pine will find its way to the mills below, where 
it will be sawed and sent all over the great Red 

* In 1852, the last buffalo was seen on the prairies in Washington 
county, near Point Douglass. 



122 


ABOUT OUR SCHOOLS. 


River Valley. It will go to build up the many 
growing villages and cities which are springing up 
on the Manitoba and other lines of road. It will 
form the cottage of the laborer, and the dwelling 
of the rich. 

Around Red Lake is an Indian reservation, 
where eight hundred or a thousand Chippewas 
still dwell. They have patches of corn, potatoes, 
squashes, and other vegetables. A missionary sta- 
tion was established here more than forty years 
ago. The buildings stood on the south side of the 
lake, with well -tilled lands all about them. 

The Indians cleared the lands with their own hands, and in 1848, 
before Minneapolis was born, they raised three thousand bushels of 
corn, two thousand bushels of potatoes, and other vegetables in 
abundance. The long point of land which we see between the lakes, 
east of the strait, was then covered with Indian gardens. 

North of the lake, toward Lake of the Woods, 
is a vast swamp, which is so soft that no one can 
walk over it. Only a few half-dead tamaracs and 
spruces grow here. 

We may fear that the children of the valley live 
in cold homes during the winter, but we must 
remember the great forest region, bordering it 
everywhere on the east, and think of the engines 
drawing the long trains of wood for the blazing 
fires. 

Note.— Copy the Red River from Breckenridge to Manitoba, and 
from state line to Lake of the Woods. Copy the eastern branches of 
the Red River, and Red Lake. Print names of counties and county 
seats on your map. 


READING LESSON XCIII. ■ 

ABOUT OUR SCHOOLS. 

FTAHERE are as many school-houses in Minne- 
sota, to-day, as there were inhabitants in the 
territory when Alexander Ramsey became its first 
governor, and every year increases the number. 

The towers of the school-houses and the spires 
of the churches, are the first things seen as we 
approach almost anyone of Minnesota’s fair towns. 
No city is without its fine buildings, in which are 
graded schools; and there is hardly a village where 
the people may not point with pride to the place 
where their children are taught. 

In traveling over the prairies and through the 
woodlands of the state, wherever settlements have 


been made, we find many good school-houses, fur- 
nished with nice desks, blackboards, wall maps, 
and other useful things. Some counties are noted 
for their excellent school buildings, and for the 
high standing of their schools. 

But we often see poor and uncomfortable houses, 
where the teachers have little to do with, and 
where it is hard work for the children to get an 
education. No doubt these things will change as 
the country grows older, and people get more 
wealth. We must not complain when these 
“people’s colleges” are as good as their homes. 

Almost every pupil who lives in the country has 
heard something about school lands. When Min- 
nesota became a territory, Congress set apart two 
sections, or square miles of land, in every town- 
ship, for the support of schools. These are the 
sections numbered 16 and 36, and we see why they 
are called “ school sections.” This grand gift of 
the government brought Minnesota nearly, three 
million acres of land, worth not less than fifteen 
million dollars. 

The school lands are sold at auction, from year 
to year, but they can not be bid off for less than 
five dollars per acre, and they sometimes bring 
much more. The money which comes from the 
sale of these lands is not spent, but it is put at in- 
terest; and the interest is divided equally among 
the pupils in the public schools of the state. 

What is called the “Permanent School Fund,” 
is the money which comes from the sale of the 
school lands. In 1884, this fund amounted to 
about six million dollars. The children who take 
your places at school, and those who follow them, 
will have the good of this fund. 

A large portion of the school land is yet unsold, 
and some of it is not even surveyed. 

The first school law was passed by the second 
territorial legislature, in 1851. There were no 
real public schools before that time. This law 
placed a tax for the support of schools on all 
the property of the people of the territory. This 
state tax has been paid ever since, and for a long 
time it was the main support of our schools. But 
the permanent fund and the state school tax are 
not sufficient to build houses, pay teachers’ wages, 
and all other expenses. 

So the people of each district vote taxes on 


STATE UNIVERSITY, AND NORMAL SCHOOLS — OUR RAILROADS. 


123 


their own property. In this way most of the 
school money is raised. The citizens of the state 
think so much of good schools for their children 
that they put their own shoulders to the wheel, 
and pay millions of dollars for them. 


READING LESSON XCIV. 

STATE UNIVERSITY, AND NORMAL SCHOOLS. 

W E have learned that Congress gave the state 
two sections in every township of land, for 
the support of its common schools. It also gave 
seventy-two sections, or 56,080 acres, for the use 
and support of a State University. This encour- 
aged the people, and helped them to establish and 
build up a great school, called the University of 
Minnesota, whose doors are open to all who desire 
a higher education. As earlv as 1851, an act was 
passed creating the University of Minnesota, and 
locating it at or near the Falls of St. Anthony. 

There is also a free State High School in each 
of the principal towns and cities of the state, 
where pupils are fitted to enter the University. 

In 1858, through the influence of John D. Ford, 
M. D., of Winona, and a few other citizens who 
had the good of the public schools at heart, an act 

was passed for the establishment of three Normal 

» 

Schools for the education of teachers. 

The Normal Schools are supported by money 
which the state gives- them from year to year. 

We have already learned where these schools 
are located. Hundreds of young women and men 
have received their education here, and have gone 
out to instruct the children in every part of the state. 

From all this we see that every child in Minne- 
sota has a chance to climb the ladder of learn ins*, 
from the bottom to the top. He may begin in the 
public school in his own district, may go from 
there to the State High School, and from thence to 
the State University or to the State Normal School. 


READING LESSON XCV. 

OUR RAILROADS. 

N the 28th of June, 1862, the first train of 
cars ran over a Minnesota road. This was 
on what was then called the St. Paul & Pacific, 


which was just completed from St. Paid to St. 
Anthony. To-day, there are hundreds and hun- 
dreds of miles of railroad extending over the state 
in all directions. Some of these begin and end 
within our own borders, and others stretch away 
to distant states, or to the great oceans that wash 
the shores of the continent itself. 

The strong- “ iron horse ” draws the lumber and 
fuel from our forests, the stone from our quarries, 
the lime and brick from our kilns, and the iron 
from our mines. 

It takes our wheat, our pork, our beef, and our 
flour, far away to people who need them, and it 
brings us the products of every land on which the 
sun shines. The cars bear us to those we love, to 
marriages, to feasts, and to the bed of death; they 
speed the letters which we write, the daily papers 
that we read, and they hurry up old Santa Claus 
with his Christmas toys. They make neighbors of 
those who dwell far apart, and help, in many ways, 
to bring the reign of peace on earth. 

What a world of time they save, and how much 
pleasure they bring to our very doors! Our fathers 
and grandfathers were a month in taking a jour- 
ney which we can make in a -day. In those old 
times, men plodded on foot, rode the family horse, 
drove the one-horse chaise, or, more likely, staid 
at home. 

Now, if pleasure parties in St. Paul or Minne- 
apolis wish to see the thousand wonders of Yel- 
lowstone Park, the wild region of the Columbia, 
or Alaska, the cars of the Northern Pacific wait to 
receive them. 

If tourists desire to spend a week fishing in the 
wild, clear streams of Lake Superior, or in ram- 
bling on the St. Croix, or resting at White Bear 
Lake, the St. Paul & Duluth, or the St. Paul, 
Minneapolis & Omaha road, will land them at any 
point. 

The “ thousand-lake ” region in southwestern 
Minnesota, Spirit Lake in Iowa, and even the Yo- 
semite Park, are reached by the St. Paul, Minne- 
apolis & Omaha, and its connections. 

Those who desire to visit the wild and beautiful 
Devil’s Lake section of Wisconsin, take the palace 
coaches of the Chicago & North-Western. 

The Chicago, Milwaukee & St. Paul road will 
give the tourist a view of the grand bluff and river 



m 


THE TRIBES OF RED MEN. 


scenery along the Mississippi, or of the Dells of 
the Wisconsin. 

The St. Paul, Minneapolis & Manitoba lines will 
give health and pleasure seekers a ride through 
the glorious Park Region of our state, and along 
the great Red River Valley to Manitoba, or to 
Devil’s Lake in Dakota. 

The Lake Region in the southern part of the 
Bis: Woods lies along the lines of the Chicago & 
North-Western and the Minneapolis & St. Louis 
roads. 

Our beautiful lake — Minnetonka — as we have 
already learned, is reached by the St. Paul, Min- 
neapolis & Manitoba, and the Minneapolis & St. 
Louis Short Line roads. 

From all this we see how the railroads of the 
state help us in our business, connect us with the 
wide world around, and bring pleasure within the 
reach of all. 

Queries . — In wliat way do the railroads help to bring 
peace on earth? How do the railroads save time for us? 


HISTORY. 

READING LESSON XCVI. 

THE TRIBES OF RED MEN. 

L IVING among us are many people who can 
remember when Minnesota was the hunting- 
ground of the Red Men. When the whites first 
came here they found the country, which now 
forms our beautiful state, in possession of Indian 
tribes or nations. 

The Dakotahs, or Sioux, as they are called, 
lived in the central and southern parts. They 
were divided into three great tribes or bands, and 
had their villages on the lakes and streams, where 
fish and land game were plenty. 

Winona, Wabasha, Mendota, Shakopee, Man- 
kato, and many other names which we see on the 
map, are derived from the Dakotah language. 

One of the largest villages of this nation was at 
Mille Lacs, a name meaning “ Thousand Lakes.” 
The lake region of the state, at the sources of the 
Mississippi, was the part that suited the Indians 
best. Here wild rice was found, in marshes and 
shallow lakes; sugar maple grew in the woodlands; 


the waters teemed with fish; the shores of the 
lakes and the banks of the streams were alive 
with beaver and otter; the elk, the deer, and the 
bear, were abundant. 

Another powerful tribe of Indians, called Ojib- 
ways, or Chippewas, lived around Lake Superior, 
and on the upper waters of the St. Croix and its 
branches. 

The Chippewas and the Sioux were great ene- 
mies. They were always ready to kill one another, 
and so many bloody battles were fought near their 
boundary line, between the “ Standing Cedars ” 
and Mille Lacs, that the whites called that part of 
the country u Golgotha — a place of skulls.” At 
last, about 1750, the Chippewas drove the Sioux 
away from Mille Lacs and Leach Lake, and 
claimed all the northern part of the state, down as 
far as Crow Wing River. 

In ancient times bands of Ioways, Ottoes and 
Omahaws dwelt in southern Minnesota. These 
bands were driven away to the west and south by 
the Sioux. . 

The principal food of the Indians was fish, flesh 
and wild rice. 

When the growing rice grain was in the milk, they drew the heads 
together in bunches and covered each bunch with bark, to protect it 
from the blackbirds. When the rice was ripe, the bark was removed, 
and one person, with a pole, bent the heads over a canoe, while 
another threshed off' the grain. It was dried by placing it on a scaf- 
fold, over a fire. 

When sufficiently dry, about a bushel at a time was put into a hole 
in the ground and covered with a deer skin, on which a man jumped 
until the hulls were removed. The women winnowed out the chaff 
with a fan made of birch bark. The rice was cooked by boiling in a 
kettle, or in a hole in the ground heated by hot stones. 

The winter’s supply of fish was caught late in 
the fall, and hung up to freeze, out of the way of 
dogs and wolves. 

Before traders came among the Indians, bows 
and arrows were used instead of guns. They had 
seasons for hunting the buffalo and the deer. The 
meat of the buffalo was dried, or made into pem- 
mican, which could be kept for a long time. This 
was the “ staff of life ” to the Indian, as well as 
the hunter and trader. 

Pemmican is made by boiling the tallow of the buffalo, and mix- 
ing it with shreds of meat. While hot, it is poured into sacks of 
raw hide, and kept like our sausages. 

After the traders came among them, some of the 
Indians raised patches of corn and vegetables. A 


THE TEEPEE, ETC. 


INDIAN SORROWS AND SPORTS. 


125 


part of the com was boiled and dried, but most of 
it was put into holes dug in the ground. 

The hole was made larger at the bottom than at the top, and lined 
with dry hay. Five or six bushels of corn were then put in, and 
more hay put over it. The earth was then filled in at the top, and 
tramped very hard. In the spring, the squaws dug up the corn, and 
found it very good tor parching, or hulling. 


READING LESSON XCVII. 

THE TEEPEE, AND THE BIRCH CANOE. 

T HE Indians lived in teepees, or wigwams, con- 
structed with a frame of poles, over which 
were placed skins, bark, or cotton cloth procured 
of traders. These teepees were made by the 
women. The bed-room, kitchen, parlor, and fire- 
place, were all in one room. A fire was built on 
the ground in the center, and over it hung a kettle 
used for cooking. Blankets and skins, spread on 
the ground, were used for seats and beds. An 
opening at the top of the teepee let out the 
smoke. 

An Indian village was not a very nice place to visit. There were 
no pretty door yards, or fences. The ground was strewn with worn- 
out moccasins, tattered blankets, old leggins, bones, hair, and other 
filth. Dogs and ponies ran everywhere. 

The bodies of the Indians were covered with 
grease and paint, with which they daubed them- 
selves ; and their long, black hair was seldom 
combed. They never bathed, except in very 
warm weather. They wore blankets, leggins, and 
moccasins, and were very fond of gay-colored 

clothino*. 

They often decked their heads with feathers ; 
gaudy trinkets were suspended from their ears ; 
and their braves sometimes wore necklaces of 
bears’ claws ; and strings of scalps were worn 
when they were on the war-path. 

The Sioux bought their wives, instead of get- 
ting them as white people do. The young lover 
gave a horse, or guns, or blankets, to the father of- 
his bride, and took her away to live with him. The 
woman was sometimes sold to a man she could not 
love, and her father then threatened to cut off her 
ears, or nose, to make her go with her husband. 

The Sioux women had to care for the children, 
to cook the food, to get the wood, and bear all the 


heavy burdens. When they went from place to 
place, the wife carried the skins, or cloth, for the 
teepee, the ax, the kettle, the baby, and the pup- 
pies, on her back, while her brave husband walked 
behind, in the path she had made through the 
snow, carrying no load but his gun. 

The women also built the canoes. Stakes were driven into the 
ground, rudely marking the size and shape of the canoe; then, rolls 
of birch bark, carefully stripped from the trees, and stitched to- 
gether with the roots of the larch, or tamarac, were placed within 
the enclosure, and secured to the stakes; cross pieces of cedar were 
then put in for ribs, or framework; the bark was then tied to the ribs, 
and the stakes were pulled out of the ground; the seams were cov- 
ered with pitch to keep out the water; and paint, for ornament, was 
daubed here and there. 

“ Thus the birch canoe was builded, 

In the valley, by the river, 

In the bosom of the forest ; 

All the forest’s life was in it, 

All its mystery, and its magic. 

All the lightness of the birch tree, 

All the toughness of the cedar, 

All the larch’s supple sinews; 

And it floated on the river, 

Like a yellow leaf in Autumn, 

Like a yellow water lily .—Longfellow. 

The men did the hunting and fighting. They 
thought it a great disgrace to labor. 

When the Indians were very sick, they called a 
Medicine Man, who did many strange things to 
cure his patients. He carried a medicine pouch, 
made of the skin of a fox, or similar animal. .This 
pouch contained things which the Indians thought 
sacred. One pouch, which a white man examined, 
had in it some dried mud, a beetle, a few roots, 
and a part of an old letter. 


READING LESSON XCVIII. 

INDIAN SORROWS AND SPORTS. 

T HE dead were placed on scaffolds, out of the 
reach of wolves. After a number of months, 
or moons, as they reckoned time, the bones were 
taken down and buried in shallow graves. 

When a child died, the mother would not be 
comforted. She wailed and sobbed, put on her 
poorest clothes, and often pulled the hair from her 
head. The bowl, the spoon and playthings of her 
child were put with its body, and its playmates 
were feasted near its grave. 

Food was placed near, for the use of the spirit 


126 


THE FRENCH EXPLORERS 


oil its long journey to the hunting grounds of the 
Great Spirit. Hair, torn from the heads of mourn- 
ers, was often hung on the poles that supported 
the bodies of the dead. 

When a “ brave ” died, his body was wrapped 
in his best clothes; his friends daubed black paint 
on their faces, as a sign of sorrow, and sat around 
the corpse, wailing in loud tones; they cut their 
legs with stones and scratched them with their 
finger nails, until the blood ran freely. 

Indian children are as full of sport and seem as 
happy as the children of the whites. The boys are 
taught to use the bow and arrow, and they long 
for the time when they can take the scalp of an 
enemy. The girls are brought up to help their 
mothers, and are made to carry heavy loads on 
their shoulders. 

All the property of the Indians was held in 
common. They were kind to friends, sharing 
food, clothing, and whatever they had with them, 
but they had no pity for their enemies. In war 
they killed old and young. 

They were fond of ball playing and some other 
games, and had feasts, and dances, and charms. 

There was the war dance, the scalp dance, the medicine dance, 
the beggar's dance, the cormorant dance, the dog dance, and the lish 
dance. The dancers sometimes painted themselves in a strange 
manner. No two faces were painted alike; one eye might be painted 
green, the other yellow; one cheek red, the other bine; the upper 
part of the face black, and the lower part yellow. 

The musicians had dry gourds, containing com or pebbles, and a 
drum made by stretching a skin over the end of a keg. They shook 
the gourds and beat the drum, for music, while the dancers jumped 
up and down on both feet. Little bells were sometimes fastened to 
the limbs of the dancers.* 


READING LESSON XCIX. 

THE FRENCH EXPLORERS. 

W E have learned something about some of 
the strange people who lived here before 
us, and will now learn a little of the early ex- 
plorers. 

Nearly two hundred and fifty years have passed 
since white men beg;an to hear about the “ Land 
of the Dakotahs,” as Minnesota has been called. 
The fur traders and the missionaries were the first 

* Sketches of Minnesota, the New England of the West , by E. S. 
Seymour. 


to explore the country. u Trade and religion en- 
tered the forest hand in hand.” One went to buy 
furs, and the other to save the souls of the poor 
Indians. 

The French, English and Spaniards laid claim 
to a large part of North America. The ships of 
these nations coasted from Hudson Bay to Florida. 
Their commanders claimed the land they discov- 
ered, for their sovereigns. 

The mouth of the St. Lawrence was discovered 
by a Frenchman named Cartier (Kar-te-a'), and 
all the country drained by that river was claimed 
bv France. This was in 1535. 

Almost a hundred years later, in 1627, the 
French king made a grant of the u Basin of the 
St. Lawrence and all rivers flowing into the sea” 
to a company of one hundred men whose leader 
was Champlain. 

The countrv was named New France. The city 
of Quebec was founded, and the Frenchmen began 
to explore the country up the great river. They 
went farther and farther west, learning about the 
o;reat lakes whose outlet is the St. Lawrence, and 
about the savage tribes then dwelling; on their 
shores. 

Charles Raumbault (Rawm'-bo) visited the Falls 
of St. Mary, between Lake Huron and Lake Su- 
perior, in 1641, and there the French first heard 
of the great nation called the Sioux. 

Within the next thirty years the French estab- 
lished a mission at La Pointe, on Lake Superior, 
and one at St. Mary’s. They also occupied Green 
Bay. The fur trade with the Indians increased,, 
and a rich harvest was reaped by the men engaged 
in it. 

In 1671, a great meeting of French and Indians 
took place at St. Mary’s. Here were Indians from 
the Mich-is-ip-ie, or great river ; from the Red 
River ; and from the lake tribes. Thev met to 

' C / 

establish trade, and agree to help one another. 

A cross was set up ; the arms of France, on 
plates of metal, were hung to the cross; and the 
whole company sang a religious song. Guns were 
also fired, and, at last, all joined in a triumphant 
chant. 

At this meeting, trade was opened with distant 
tribes; strange tales were told of a large and beau- 
tiful river, running thousands of miles to the 


THE PRIEST AND THE TRADERS— THE FUR TRADE. 


127 


ocean, of fertile plains, herds of buffalo, and of 
thousands of people living far to the west and 
south. These wonderful stories roused the traders 
and missionaries anew. 

Daniel Greysolon du Luth entered the St. Louis 
River from Lake Superior in the summer of 1679. 
He journeyed to the great Sioux village, Kathio, 
and he says : “On July 2, 1679, I had the honor 
to plant His Majesty’s arms where never had a 
Frenchman been.” Du Luth was considered the 
discoverer of Minnesota. 


READING LESSON C. 

THE PRIEST AND THE TRADERS. 

I N the summer of 1680, Louis Hennepin, a 
Franciscan priest, ascended the Mississippi. 
He was the first to explore this river above the 
mouth of the Wisconsin. On the way up, his 
small party was captured by a band of Sioux, who 
were sailing down the river in thirty war canoes. 
They took him to Mille Lacs, where Du Luth had 
been the summer before. We have learned that 
he discovered and named the Falls of St. Anthony. 
He also called Lake Pepin the “ Lake of Tears,” 
because at this lake a part of his captors wished 
to kill their prisoners, and u cried all night to get 
the rest of the captors to consent to their death.” 
The first forts and trading posts on the upper 
Mississippi were built by Nicholas Perrot (Pe-roe'). 
He spent the winter of 1685-86 in a post called 
St. Nicholas, a few miles above the mouth of 
Black River, in Wisconsin. 

He also built a post on the Wisconsin side, just 
above the mouth of Lake Pepin, which was called 
Fort St. Antoine. During the winter of 1685-86, 
the French traded with the Indians in Minnesota. 
On the eighth of May, 1689, Perrot took possession 
of the country in the name of the King of France. 

In 1695, Pierre Le Sueur visited the upper Mis- 
sissippi, and built a trading post on a small island 
a few miles below Hastings. In the year 1700, 
taking .twenty-five persons with him, he sailed up 
the Minnesota in a small boat called a shallop. A 
fort was built about three miles up the Blue 
Earth River, near where it was thought there were 
rich mines of copper. 


Other French explorers afterward visited the 
state, and several rude log forts were built by the 
fur traders. One of these was on Lake Pepin, 
another on Rainy Lake, and still another on Lake 
of the Woods. 

It was a hundred and forty years from the time, 
that Father Hennepin ascended the Mississippi 
until Fort Snelling was built. During this long 
period no attempt was made to colonize the terri- 
tory. Fur traders, with a few soldiers and mission- 
aries, were the only civilized men. Trading posts 
were the only houses, and trade with the Indians 
the sole business carried on. 

The French had the whole trade until 1763, 
when France ceded to Great Britain all the coun- 
try east of the Mississippi, and to Spain all the 
country west. 

After this, English companies took the fur trade 
away from the French, and built trading posts at 
Sandy Lake, Leech Lake, and every other suitable 
place in what is now Minnesota. 

It was not until after the war between Great 
Britain and the United States, in 1812, and the 
passage of a law by Congress, in 1816, excluding 
foreigners from the Indian trade, that citizens of 
our own country came here to buy furs. The 
American Fur Company, owned by John Jacob 
Astor, had a post near the head waters of the 
Minnesota as early as 1816. 

After this, the fur trade came into the hands of 
American companies, and posts were established 
on the Mississippi and its branches, on Lake Su- 
perior, and on many of the smaller lakes. 


READING LESSON Cl. 

HOW THE PUR TRADE WAS CARRIED ON. 

L ET us learn something about the fur trade, 
and the manner of carrying it on. 

. What was called a trading post, sometimes con- 
sisted of several buildings. There were the fort, 
which had it walls pierced for musketry, the pro- 
vision store, the warehouse where skins and goods 
were kept, and the houses which were used for 
living rooms. All were made of logs, surrounded 
by a kind of fence, called a stockade, which was 


128 


THE MISSIONARIES. 


made by setting tall posts, side by side, in the 
ground. When the gates of the stockade were 
closed, no Indian could enter. 

The traders brought no wives here, but chose them from among 
the squaws, paying the parents with a few cheap presents. A string 
of beads, a blanket, or a jack-knife, would sometimes buy a wife. 

Money was not used, as it had no value to the 
Indians. The traders bought their furs with rum, 
tobacco, powder, lead, blankets, cutlery, ribbons, 
glass beads, and other trinkets. Instead of saying 
that a thing is worth so many dollars, they said it 
is worth so many beaver skins. 

If an Indian brought a beaver skin, the trader 
would give him as much vermilion, or red paint, as 
would lie on the point of a knife. One beaver skin 


was given for a knife, two for an ax, one for a 
pound of shot, two for a pound of powder, and 
twenty for a gun. 

At Leech Lake, in 1784, it took thirty beaver skins, worth one 
hundred and twenty dollars, to buy a small keg of rum. At the same 
place, a bear skin, or a good buffalo robe, was equal in value to one 
beaver skin. The traders often made one dollar's worth of goods buy 
eighteen dollars’ worth of furs. 

We must remember that there were no steam- 
boats, railroads, or even wagon roads, in those 
early days. All the tobacco, powder, balls, blank- 
ets, rum and other articles sold to the Indians, and 
every pound of flour, salt, tea or pork used at a 
post, had to be carried hundreds of miles, in 
canoes or batteaux (bat-tose'), over lakes and 
along streams, far into the forest. 

Where there were rapids or portages, the goods were carried in 
packages on the shoulders of men. Days and days were sometimes 


spent in crossing a portage, or in taking the goods from one stream or 
lake to another. When the goods were exchanged for furs, these had 
to be packed in large bundles, and returned in the same manner. 

The headquarters of the French traders was at 
Montreal. Every summer, goods for the Indian 
country were put into packages of eighty or ninety 
pounds and sent by agents or clerks to the trading 
posts, where, during the winter, they were ex- 
changed for furs, which were conveyed to Montreal 
the following summer. 

English traders sent their furs to Hudson Bay, 
and from thence to London, and their goods were 
returned by the same route. The Americans had 
their headquarters at New York, St. Louis, and 
other points. 

Large quantities of fur were 
formerly bought at St. Paul. 
A part of it was brought from 
the Hudson Bay country in 
strange-looking carts, which are 
described as follows: 

“Not a particle of iron fastens them 
together. The wheels are without tires, and 
wooden pegs take the place of iron spikes. 
Into the shafts an ox is harnessed, with 
gearing made of rawhide, and with this 
vehicle they travel hundreds of miles ” 

One cart followed another, 
in long trains, over the prairie. 
These trains were several weeks 
in making the trip to St. Paul,, 
where they usually arrived early 
in July of each year. They brought not only furs, 
but buffalo meat, pemmican and wild rice. They 
took away all kinds of goods used in the wild 
Northwest. 


READING LESSON CII. 

THE MISSIONARIES. 

I N our journeys over the state, we have learned 
something of the Indian missionaries, who 
labored for the good of the children of the forest, 
with no hope of a reward below. 

x\s early as 1660, Father Rene Menard, a French 
Catholic, set out to establish a mission in the 
country of the Sioux. He spent the winter of 
1660-61 on Lake Superior, living a part of the 



RED RIVER CARTS, LOADING UP AT ST. PAUL. 


LATER EXPLORERS — CARVER AND PIKE. 


12 !> 


/ 


time, for want of better food, on pounded fish- 
bones and acorns. 

In the summer of 1661, he continued his jour- 
ney to the west and south, hoping to reach the 
Indian tribes beyond the Mississippi. In the last 
letter which the aged father wrote, he tells us that 
his route lay across miry swamps, that they had no 
food except what they carried on their backs, and 
that the numbers of the mosquitoes were frightful. 

On the tenth of August, bruised and faint, 
Menard was lost near the source of Black River, 
Wisconsin. His only companion hunted for him 
and called at the top of his voice, but his body 
could not be found. Some years afterward his 
camp-kettle, robe and prayer-book were seen 
among the Indians. 



LA POINTE, AT THE PRESENT TIME. 


In 1665, a Catholic mission was established at 
La Pointe, on Lake Superior, which was kept up 
for several years, or until the missionary, Mar- 
quette, was driven away by the savages. 

It was more than a hundred years before another 
attempt was made to teach the savages of this 
region, and a hundred and fifty years before a 
Protestant missionary planted his feet on Minne- 
sota soil. 

With most of the Protestant missionaries came 
farmers, to aid and instruct the Indians in tilling 
the land, and teachers who were acquainted with 
their language. The young women and girls were 
taught to make, mend, wash, and iron. The men 
learned to build log houses, to drive team, to hold 
plow, to hoe, and to chop. 

Readers, hymn books, picture books, story 
books, mother’s primers, Scripture story books, 
Testaments, Bunyan’s Pilgrim's Progress, and sev- 
eral other books, were printed in the Dakotah 

9 


language, and a good many children learned to 
read. 

It was hard to get the Indians to give up their 
old ways, but some of them became very good 
men and women, living in comfortable cabins, with 
chairs, tables, and beds, like the whites. These 
raised food for their own use, sent their children 
to school, and went with them to church and to 
Sabbath school. 

Fire-water, or liquor, was the worst enemy of 
the poor Red Men. Traders and others sold this 
to them, and drunkenness was common. 

“ In some of the villages, about the period 
when the territory was organized, they were drunk 
months together. They would give guns, blank- 
ets, furs, traps — anything, for whisky. They bit 
off each other’s noses, and broke each other’s ribs 
and heads. They killed each other with guns, 
knives, hatchets, clubs, and firebrands. They fell 
into the fire and water, and were burned to death 
and drowned. They froze to death, arid committed 
suicide.”* 

So much trouble came from the sale of spirits, 
that the government tried to stop it. General 
Sibley, the missionaries, and others, aided in form- 
ing total abstinence societies, and large numbers 
of Sioux signed the pledge. Dr. Williamson, who 
was then laboring at Kaposia, was very active in 
this work. Some of his people took the pledge 
for one moon, others for a year, or during life. 

These are the names of a few of those who 
signed the pledge : End-of-a-Horn, signed for 

eight moons ; Round - Wind, Stands-and-Looks, 
Iron-Toe, His-Black-Dog, Holds-Fire, Second- 
Girl-of-the-Family, and Walking-Bluebird, for 
longer or shorter periods. f 

Missionaries still labor among the Indians, who 
remain on the reservations in the northern part of 
the state. 


READING LESSON CIII. 

LATER EXPLORERS — CARVER AND PIKE. 

W E have learned that the first explorers were 
French. Three years after the lands on 
the east bank of the Mississippi were ceded to 

* See History of Minnesota , by Rev. E. P. Neill, 
t See Sketches of Minnesota, by E. S. Seymour. 



1 30 


RAISING THE FLAG 


NICOLLET, AND OTHERS. 


England, we find Jonathan Carver on his way up 
the great river, which he followed from the mouth 
of the Wisconsin to the mouth of the Elk, some 
distance above the Falls of St. Anthony. 

He then returned to the mouth of the Minne- 
sota, called at that time St. Peter’s, and went up 
this stream to the Cottonwood, where he spent the 
winter of 1G6G-67, among the Indians. They 
treated him very kindly, and, in the spring, re- 
turned with him to Dayton’s Bluff, a part of the 
present site of St. Paul, where their dead were 
buried. 

He traveled in a canoe, with a Canadian and 
Mohawk Indian as companions. This journey 

years before Fort Snell- 
ing was built, and when the nearest English set- 
dements were a thousand miles away. 

Carver published a pleasant account of his 
travels, but many things which he told seem too 
strange for belief. 

The lands which France ceded to England, in 
17 G 3, were left in possession of the United States 
at the close of the War of the Revolution. 

In 1803, that part of Minnesota west of the 
Mississippi was ceded to the United States by 
Napoleon Bonaparte, the French Emperor, who 
had just obtained it from Spain. 

Two years later, our government sent Lieuten- 
ant Zebulon M. Pike to explore the upper .Missis- 
sippi, to become acquainted with the Indian tribes, 
and to expel British traders who would not obey 
the laws of the United States. 

' Lieut. Pike had but a handful of common sol- 
diers at his command. He went up the river in 
two batteaux, taking interpreters with him. He 
arrived at the mouth of the Minnesota on the 
twenty-first of September. Here he held a coun- 
cil with a large number of Sioux warriors, at 
whose head was Little Crow. At this council he 
made the first speech that the Sioux ever heard 
from an officer of their Great Father, the United 
States. 

He said : u Brothers, I am happy to meet you 
here, at this council fire, which your Great Father 
has sent me to kindle, and to take you by the 
hands as our children.” 

He told them that the government wished to 
obtain land for forts to protect the traders, and the 


was made more than fifty 


Indians as well; that they had been a long time 
at war with the Chippewas; and he asked them to 
let their father bury the hatchet between them. 

He also said that the traders had sold them rum, 
which did great harm, and that the government 
would not allow the sale of any more; he promised 
good Indians the protection of the United States, 
and said : “ Was a dog to run to my lodge for 
safety, his enemy must walk over me to hurt him.” 

The Indians then gave the government a reser- 
vation where Fort Snelling now is, and another at 
the mouth of the St. Croix. For these, $2,000 was 
paid. 

They also sent pipes of peace, to be smoked by 
their old enemies, the Chippewas. 

Lieut. Pike spent the winter of 1805-6 on the 
head waters of the Mississippi. He built a block 
house, not far below the mouth of the Crow Wing. 

During the winter, he visited the trading posts, 
and found the British flag flying over them, though 
England had given up her right to the land more 
than twenty years before. Early in January, when 
the snow was deep, he lost his tents, leggins, 
moccasins and socks by fire — no small loss in a 
country like this. 


READING LESSON CIV. 

RAISING THE FLAG — NICOLLET, AND OTHERS. 

O N the 10th of February, 180G, Lieut. Pike 
shot down the British flag from its staff, at 
Leech Lake, and hoisted the American flag over 
the fort in its stead. This was the first time that 
our country’s banner floated in the breeze in this 
part of Minnesota. 

On the sixteenth of February he met the Chip- 
pewas in council, and, after some difficulty, got 
them to smoke the pipes which the Sioux had sent 
them. 

He descended the river early in the spring. 
After he was gone, the fur traders broke their 
pledges with the government, sold rum to the 
Indians, and stirred them up against the Americans. 
In our war with Great Britain in 1812, these same 
traders led the savages of Minnesota to battle 

O 

against us. A one-eyed Sioux, named Tahamie, 


EARLY SETTLEMENTS. 


131 


and one other, were the only Indians who stood 
by the pledges made to Lieut. Pike. 

The government did not send out another ex- 
plorer until 1820. That year General Lewis Cass 
came in batteaux by way of Lake Superior. He 
passed up the St. Louis River, crossed by the old 
portage to Sandy Lake, and went down the Mis- 
sissippi to the mouth of the Minnesota, where Fort 
Snelling was being built. 

He held a council with the chiefs of the Sioux 
and Chippewas, and tried to get them to become 
friends, but some of them refused to smoke the 
pipe of peace. 

Several men w^ere sent here after this, some of 
whose names we have learned. They came to 
find out all about the country, of which most 
people then knew very little. They learned some- 
thing of our prairies, forests, hills, lakes, rivers, 
climate, and soil. They saw the animals, the 
plants, the stones, and took notes of what they 
saw, drew maps of the country, and sketched many 
things with their pencils. 

We will speak of two or three of these men. 
There was Stephen H. Long, who explored the 
Minnesota River, and the lakes and streams on 
our northern boundary in 1823. 

More dear to us is the name of Jean N. Nicollet, 
who arrived in Minnesota in 1836, and spent 
several years in exploring the sources of the 
Mississippi and the valleys in southwestern Min- 
nesota. 

He has given us beautiful descriptions of his 
travels, and the people of the state have not for- 
gotten him, as a county, a township, a lake, a 
railroad station, a street in Minneapolis, and an 
island, bear his name. 

Nicollet was born of poor parents in a small town in France. Be- 
fore lie was ten years of age, he had to gain his bread by playing on 
the flute and violin. He had a great desire to learn, and became a 
fine scholar, receiving high honor in his native land. 

From 1847 to 1850, D. D. Owen and his assist- 
ants explored large portions of the state. He 
visited the wild region on Lake Superior, the val- 
ley of the Mississippi, the Minnesota, and the Red 
Ri ver. In his book are found fine maps, and pict- 
ures of waterfalls and other beautiful scenes. 

This brings us to the time when the Territory of 
Minnesota was formed, and settlers began to come 


in. Since then, several men have been employed 
to do this work. 

In 1872, Prof. N. H. Winchell, of the Univer- 
sity of Minnesota, began a careful survey of the 
whole state. He has labored for ten years, but 
much of the state is yet to be explored. 

Prof. Winchell goes into every county to find 
out about the stones which may be used for build- 
ing, the clays for making brick or pottery, the 
iron, the copper, the coal, the timber which grows 
in the forest, the plants, the insects which prev 
upon the farmers’ crops, the birds, the fish, and 
many other things. 

What he learns is printed for the use of the 
people of the state. 


READING LESSON CV. 

EARLY SETTLEMENTS. 

T HE land which the United States obtained 
from England and France was not open to 
settlers, until the government purchased it of the 
Indians, who were the rightful owners of the soil. 

In 1837, treaties were made with the Chippewas 
and Sioux, by which all the territory east of the 
Mississippi was ceded to the United States. This 
opened the way to the first actual settlements, but 
the increase in population was very. slow. 

On the third of March, 1849, Congress passed a 
law forming or organizing the Territory of Minne- 
sota. The Missouri River was made its western 
boundary. Alexander Ramsey was appointed 
Governor, and on the first day of the summer of 
1849 he published his first proclamation to the 
people, telling them that the government of Min- 
nesota was established. 

At that time the country was almost a wilder- 
ness. West of the Mississippi, from the Iowa 
line to Lake Itaska, the land was still held by the 
Indians. There was a trading post at Winona, a 
storehouse at the foot of Lake Pepin, a few lodges 
and two unfinished stone buildings opposite Maid- 
en’s Rock, and a cluster of wigwams and a mission 
at what is now called Red Wing. Not one of the 
fine cities now seen below St. Paul had so much 
as a name. 


YEARS OF TRIAL — VICTORY AT LAST. 


132 


On the east bank of the river, there was a small 
settlement at Point Douglass, a few farmers at 
Red Rock, and a handful of settlers had gathered 
at St. Anthony. Stillwater was a small village. 

A census taken during the year 1849 gave the 
new territory only 4,680 inhabitants, and a part of 
these were on the Missouri, beyond the bounds of 
what is now Minnesota. 

In July, 1851, the chiefs and warriors of two of 
the Sioux tribes gathered in great numbers at 
Traverse des Sioux, to hold a council with Col. 
Luke Lee and Gov. Ramsey, agents of the United 
States. In August of the same year, a council 
was held at Mendota with the chiefs of other 
Sioux tribes. 

At these councils, treaties were made, by which 
all the lands west of the Mississippi, except two 
reservations on the upper Minnesota River, were 
ceded to the United States. These treaties opened 
about 47,000 square miles, or 30,000,000 acres of 
choice farming lands, to those who might seek 
homes in what was then the Far West. Most of 
these lands were in Minnesota, and large numbers 
of people soon began to move this way. 

At first, settlements were made near the great 
water-courses, because there were no railroads in 
those days to bring goods into the country or to 
carry out what was raised. Commerce was car- 
ried on by boats instead of cars. Farther and 
farther back went the hardy pioneers, sailing over 
the swells of land in their “prairie schooners.” 

During the summers of 1854-55-56 and 57, 
the chief roads leading into the territory were 
thronged with covered wagons and stock, belong- 
ing to immigrants moving to this “New England 
of the West.” The boats up the Mississippi were 
freighted to the water’s edge with eager passen- 
gers, seeking homes and fortunes. 

On the 13th of October, 1857, the constitution 
of the state was adopted by a vote of the people, 
and the state officers were elected. A census, 
taken that year, showed a population of 150,037. 

On the 11th of May, 1858, Minnesota was ad- 
mitted into the Union, and on the 24th its officers 
were sworn in. Times were then very hard; farm 
produce was low ; and money was scarce, and 
much of it was very poor. Several of the villages 
of the state issued “ script,” which took the place 


of money. Some of the settlers could hardly buy 
clothes for their children. 


READING LESSON CVI. 

TEARS OF TRIAL — VICTORY AT LAST. 

z I MIE state was hardly three years old when a 
call came for troops to put down the Great 
Rebellion at the South. 

Negroes from Africa were brought into the colonies in early 
days, and kept as slaves. At first, they were held in the North as 
well as the South. Slavery was finally given up in the North, but the 
people of the South found it very profitable to raise cotton and other 
products by slave labor, and the slaves kept on increasing until they 
were numbered by millions. 

Men, women and children were driven to their tasks, from youth 
to old age, without pay for their labor. They were bought and sold, 
as we sell our cattle, and most of the people of the South held that 
this was right. The people of the North thought slavery was wrong, 
and many disputes arose, and much trouble grew out of the slavery 
question. 

Finally, a part of the Southern States seceded, or went out of the 
Union, and formed a government of their own. They took the forts, 
the arms, and other property of the United States, and fired upon 
our flag. The government had to put down the rebellion, or be itself 
destroyed. 

Then began a long and bloody war, in which millions of men 
were engaged. The slaveholders’ rebellion was crushed; four or five 
millions of slaves were freed; and the Stars and Stripes were made 
to float over a nation of freemen. 

President Lincoln’s call for soldiers was received 
on the 13th of April, 1861, and, on the 22d of 
June, the First Regiment of Minnesota Volunteers 
embarked at Fort Snelling for the seat of war. 
This regiment was in twenty-one battles. It num- 
bered 1,440 men, of which number less than one- 
third returned to “tell the story.” 

During the war, the state furnished 25,052 men; 
they fought on many a field; and many a brave 
soldier died in a rebel prison. 

Peace returned in 1865, and our regiments came 
home and were mustered out of service. 

We have learned how the Sioux rose against 
the whites in 1862, when our strong men were far 
away on southern battle fields. This great mas- 
sacre sent a thrill of terror through all the land, 
and checked the growth of the state, especially in 
the Minnesota Valley. 

After peace, good times came. Lands were 
rapidly settled; cities grew; and railroads were 
built in all directions. 

On the seventh, eighth and ninth of January, 


% 


MISCELLANEOUS REVIEW OF MINNESOTA. 


133 


1873, a cold, or polar, wave swept over the state, 
in which seventy persons perished. 

In the summer of this year, and for three years 
afterward, the western portion of the state was 
visited by the Rocky Mountain locusts, or grass- 
hoppers. Swarms of these winged creatures some- 
times darkened the air for hours; parts of thirty 
or forty counties were swept by the hungry de- 
stroyers; millions and millions of them would 
light on the fields and gardens, and in a short 
time every green thing would be eaten up; many 
people were left without food or seed to plant 
or sow. 

The locusts laid their eggs in the ground, and 
new swarms hatched to go forth and devour; 


bounties were offered by the counties, and men, 
women and children caught the locusts in nets 
and in other ways. Some counties paid thousands 
of dollars for the dead grasshoppers brought in 
by the pickers. In some places the air was foul 
with the stench of these insects. The state itself 
came to the aid of its poor settlers. 

Those were gloomy years, but the cloud passed 
away in the full harvest of 1877. In November 
of that year, the people of the state sat down to 
Thanksgiving Dinner with forty million bushels of 
wheat in their bins. 

Since that time we have had no insect or other 
enemies within our borders, and the Governor of 
the state now rules over a million people. 


MISCELLANEOUS EEVIEAV OF MINNESOTA. 


1. From what does the state receive its name? What 
is its motto? How does it compare with other states in 
size? Are there any mountains in the state? Which is 
the liilliest portion of the state? In what part do we 
find bluffs? What is the difference between a bluff and 
a hill? Where are the Coteaus of the Prairies? The 
Leaf Hills? Where is the Mesabi, or Iron Range? Would 
you call this a hilly or a level state? 

2. Are there few or many lakes? What portions of 
the state are without lakes? Name some of the lakes 
that are great resorts. On what lake was the first mission 
established? What lake was visited by the earliest ex- 
plorers? Why do Indians delight to live on the shores of 
the lakes? AVhat lakes are sources of great rivers? Of 
what advantage is Lake Superior? Which is the largest 
lake wholly in Minnesota? 

3. Are there many or few streams in the state? If 
you Tvere to start in a canoe at the head of St. Louis 
River, where would you reach the ocean? From the 
head waters of the Red River? Of the Mississippi? 
Through how many great rivers do the streams of Minne- 
sota reach the ocean? Which is the largest waterfall in 
the state? Write a list of the waterfalls and rapids about 
which you have learned, and tell where they are. What 
do falls and rapids furnish? 

4. Which portions of the state have the most timber? 
Which portions have the least timber? Write the names 
of some of the trees that grow in the northern part of the. 
state. AVliat kind of tree furnishes the most lumber? 
AVhat kinds are much used for telegraph poles and fence 
posts? Make a list of the trees that grow in the prairie 
sections of the state, and in the Big AVoods. What kinds 


of timber are used for making carriages? AVagons? 

What kinds for making furniture? Farm implements? 

Barrels? Butter tubs? AVhat kinds of wood make the 

best winter fuel? 

* 

5. Make a list of the fish found in the lakes and 
streams. Of the fur-bearing animals. Of waterfowl. 
Of wild animals used for food. Write a list of the do- 
mestic animals of Minnesota. Make a list of the articles 
we get from the cow. From the hog. Are there many 
song birds in Minnesota? What kinds of birds winter in 
the state? Of what use are robins, wrens, thrushes, and 
other small birds? 

6. Make a list of the grains grown in Minnesota. 
Which of these is most largely cultivated ? For what is 
corn chiefly used? For what is barley used? For what 
grain is the Red River Valley noted? 

7. AVhat is one of the chief products of southwestern 
Minnesota? For what is it used? AVhat other plants are 
raised in the state? Make a list of the plants that bear 
berries or nuts. 

8. IIow many kinds of rocks have we learned about? 
AVhat kind of stone is quarried at Fond du Lac? Near 
St. Cloud? At Stillwater, Shakopee, Kasota, and Man- 
kato ? In the bluffs along the Mississippi? AVhere is 
jasper found? For what is this stone used? For what is 
limestone used ? Granite ? AVhere was one of the first 
stone quarries in the state? Where do we find extensive 
cement works ? 

9. For wliat are the clays of the state used? AAfliere 
is pottery manufactured ? Drain tile ? What place is 
noted for the manufacture of brick ? 

10. In what part of the state do we find mines? Make 


134 


MISCELLANEOUS REVIEW OF MINNESOTA. 


a list of the metals found in that region, and tell what 
each is used for. 

11. Make a list of the occupations pursued by the 
people of the state. What is the chief occupation ? 
Where is lumbering carried on? Fishing? Make a list 
of the chief articles manufactured. Which is the largest 
manufacturing city in the state? Write a list of the arti- 
cles of food produced in Minnesota. Of clothing. Of 
furniture. Write similar lists of articles which we im- 
port. Are most of our farm implements manufactured 
in the state? 

12. What are the leading articles which we send 
abroad? How is the commerce of the state carried on? 
How have the railroads helped to settle the state? Are 
there many or few railroads? Which part of the state 
is without railroads? If a lumber dealer at Worthington 
wishes to order a bill of lumber, over what railroads 
might it be sent ? If a miller in Minneapolis wishes to 
obtain “No. 1 Hard” wheat, over what routes might it be 


brought? If a gentleman in your neighborhood wishes to 
build a stone house, from what quarries, and over what 
roads, might it come? What places in the state are great 
railroad centers? In what way do railroads help to build 
up a place? If a pleasure party in St. Paul wished 
to visit Yellowstone Park, over what route would they 
pass? 

13. Wliat can you say of the public school buildings of 
the state? Where are the State Normal Schools located? 
Where is the State University ? How are the public 
schools of the state supported? 

14. What people lived here before us? Who were the 
fur traders ? What can you say of the missionaries ? 
Who were the first explorers? Where were some of the 
first settlements made? When was Fort Snelling built? 
What can you say of the Great Rebellion? How many 
men did Minnesota furnish ? Tell what j r ou can about 
the grasshopper raid. How many people does the Gov- 
ernor of the state now rule over? 



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